Argument-based teaching: A necessary 21st-century pedagogical practice

Chrysi Rapanta

doi:10.24840/esc.vi67.741

Autores

Chrysi Rapanta Instituto de Filosofia, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa https://orcid.org/0000-0002-9424-3286

DOI:

https://doi.org/10.24840/esc.vi67.741

Palavras-chave:

ensino baseado em argumentação, literacia crítica, pedagogias do século XXI

Resumo

Os professores do século XXI são obrigados a adotar novas práticas pedagógicas centradas no/a aluno/a que conduzam a benefícios diretos para os/as alunos/as como cidadãs/os críticos/as e democráticos/as. Uma dessas pedagogias é o ensino baseado em argumentação. Este artigo teórico fornece uma visão geral do que é o ensino baseado em argumentação, bem como as suas principais aplicações e benefícios. É estabelecida uma relação com o ensino do século XXI através do conceito de literacia crítica, uma competência de metaliteracia promovida pelo ensino e aprendizagem baseados na argumentação. Após uma panorâmica das iniciativas nacionais e internacionais, são apresentadas recomendações para a formação de professores, tendo em conta a complexidade do conhecimento do conteúdo pedagógico da argumentação.

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