This research is justified by pointing out the basic conceptions of the continuing education of the university professor. The process of this research included three phases: First, the search; collection and analysis of information. Second, it includes models of professor training and theorization. Third, it raises the final conception of the educational training of the university professor. The research was developed from a qualitative perspective; therefore, it is implanted in an epistemic conceptualization that corresponds to its nature and the interest to deepen in the intuition of the object of study. In this research participated 8 (eight) professors who work at UTE. For the analysis of the data that was obtained they were applied the Grounded Theory and the Constant Comparative Method, which had the purpose of making a theoretical approximation from the categorizations and their dimensions, through the Atlas.ti operating software, version 8. Moreover, the goal was contributing to the theoretical foundation and methodology of the research which generated the following categories: professional professor role and new professor profile. In the conclusions it was mentioned the importance of the university professor updating through scientific research to promote the knowledge and strategies that demand the need to theorize, produce and raise the level of professor thinking.

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The argumentation is an inherent activity to the human being, no matter neither the culture nor the level of schooling. It is implemented according to the referential and contextual support in which it was formed. In the teaching field, this argument obtained in a reasoned way is valuable in itself, and constitutes a direct way for the acquisition of knowledge. In this way it is possible to develop critical and reflective thinking of the students. The humanist perspective advocates learning as a planned activity, but by means of the dialogue which seeks to expand the perspectives of meanings, accepts them and it involves the transformation of the world and the development of the students themselves. Starting from these considerations it was decided to analyze their influence on the training process and therefore in the social and personal performance as a fundamental element in the conceptual thinking of the university students. As a result, it was found that developing the argumentative skill of the students is meaningful for their training, so that there must not only be promoted the acquisition of technical knowledge, but also the development of a critical and argumentative thinking. It is concluded that the work of argumentation in educational spaces is still insufficient.

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