Teachers: what kind of human being do we want to help training? : Starting point for a defense of argumentation in teacher education
Keywords:
argumentation teaching, critical-reflective thinking, metacognition, pedagogical practice, teacher educationAbstract
This text is a concern with the formation of critical-reflective citizens, belonging to a complex world that continuously imposes positions on different dilemmas. We understand that if an educator feels imbued with this unease, it will be part of his concerns to plan pedagogical practices that favor an equally critical and reflective knowledge construction. Argumentation in education has been proposed as an interesting path in this sense, directly impacting the reflection on teacher education. In a specific way, this article proposes to think about argumentation in educational environments, especially in teacher training courses in a double dimension: argue to learn and learn to argue. For this, in addition to reflections on the potential of argumentative discourse for a critical and significant construction of knowledge from a reflexive, metacognitive and self-regulating functioning, we also find here practical feasible proposals for the incorporation of argumentation in teacher education.
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