Presentation: Teaching argumentation in Brazil and Argentina - challenges and practical proposals Constanza Padilla, Eduardo Lopes Piris 1-6 PDF (Español (España))
Teaching and Learning to Argue throughout Schooling : Attitudinal, Epistemic, Collaborative and Situational Challenges Constanza Padilla 7-29 DOI: https://doi.org/10.15366/ria2020.20.001 PDF (Español (España))
(Im)Possibilities of teaching argumentation in school Eduardo Lopes Piris 30-56 DOI: https://doi.org/10.15366/ria2020.20.002 PDF (Español (España))
The argumentative dissertative text of the National High School Examination (Enem) 2017: Who writes the writing graded 1000? Maria Inês Batista Campos 57-77 DOI: https://doi.org/10.15366/ria2020.20.003 PDF (Español (España))
How to Get Children Argument : Didactic Sequences to Apply at the Primary Level Susana Ortega de Hocevar 78-100 DOI: https://doi.org/10.15366/ria2020.20.004 PDF (Español (España))
The construction of viewpoints in school writing: The production of the open letter discursive gender Isabel Cristina Michelan de Azevedo, Jussara dos Santos Matos 101-122 DOI: https://doi.org/10.15366/ria2020.20.005 PDF (Español (España))
Classroom debates: Thoughts and approach proposals Márcia Regina Pereira Curado Mariano, Débora Cunha Costa 123-142 DOI: https://doi.org/10.15366/ria2020.20.006 PDF (Español (España))
Argumentation and writing : Teaching sequence for a school journal project Mayana Matildes da Silva Souza 143-168 DOI: https://doi.org/10.15366/ria2020.20.007 PDF (Español (España))
Teaching how to argue in high school: the case of Philosophy Cecilia Majorel, Constanza Padilla, María Gabriela Rosconi, Fabiana María Moisés 169-188 DOI: https://doi.org/10.15366/ria2020.20.008 PDF (Español (España))
Discursive ways of gaining access to a disciplinary community: Arguing as Chemical Engineers or as Educational Psychologists Mónica Beatriz Musci, Nora Isabel Muñóz 189-205 DOI: https://doi.org/10.15366/ria2020.20.009 PDF (Español (España))
Arguing at university: Students’ representations, challenges and prospects María Belén Romano 206-227 DOI: https://doi.org/10.15366/ria2020.20.010 PDF (Español (España))
A Didactic Approach to the Uses of Argumentative Writing in Two University Disciplines María Elena Molina 228-248 DOI: https://doi.org/10.15366/ria2020.20.011 PDF (Español (España))
The teaching of argumentation in the university: Teaching intervention in the elaboration of student conference papers Esther Lopez 249-266 DOI: https://doi.org/10.15366/ria2020.20.012 PDF (Español (España))
Teachers: what kind of human being do we want to help training? : Starting point for a defense of argumentation in teacher education Sylvia de Chiaro 267-289 DOI: https://doi.org/10.15366/ria2020.20.013 PDF (Español (España))
Review of: La rhétorique du pouvoir. Une exploration de l’art oratoire délibératif grec. Luis Vega Reñón 290-295 PDF (Español (España))
