Democracies are increasingly dependent upon sustainable citizenship, that is, active participation and engagement with the exercising of rights in a field of plural interests, often contradictory and in conflict. This type of citizenship requires not only social inclusion, habits of knowledge, and evidence-based reasoning but also argumentation skills, such as the individual and social capacity to dispute and exercise individual and social rights, and to deal peacefully with sociopolitical conflict. There is empirical evidence that educational deliberative argumentation has a lasting impact on the deep and flexible understanding of knowledge, argumentation skills, and political and citizenship education. However, these three trends of research have developed independently with insufficient synergy. Considering the relevance of deliberative education for contemporaneous democracies and citizenship, in this paper we seek to converge in a field of interlocution, calling it deliberative teaching. Our aim is to propose a way to increase the dialog and collaboration between the diffuse literature on argumentation and education, highlighting both the main theoretical and empirical gaps and challenges that remain and the possibilities to advance our knowledge and the educational impact that this integrating field could offer.

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PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto 160201Formación del profesorado de ciencias Descripción del conocimiento pedagógico del contenido de la argumentación en docentes que enseñan ciencias naturales en educación pública en Chile Description of Chile primary science teachers' pedagogical content knowledge of argumentation

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Este artículo investiga cómo las herramientas semióticas participan del desarrollo psicológico de los estudiantes involucrados en clases argumentativas. Se utiliza un diseño instruccional argumentativo inspirado en la adaptación realizada al Modelo de Debate Crítico/MDC (Fuentes, 2011) para crear un entorno de argumentación sistemático como recurso de regulación para el desarrollo del pensamiento reflexivo de los estudiantes. En cada ciclo de debate (cinco), los estudiantes (38) se dividen en tres grupos, quienes rotan para asumir roles de protagonistas, antagonistas y jueces/investigadores, en relación con la controversia objeto de cada debate. En todos los ciclos hay actividades para aprender a argumentar y argumentar para aprender. Así, son estimulados sistemáticamente a intercambiar racionalmente puntos de vista, evaluar