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v. 15 n. 41 (2024)
Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativas

Temática central

Argumentação e Construção do Conhecimento em Estudantes do Ensino Superior: uma Perspectiva Vygotskiana

https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16647

Publicado 2024-10-18

  • Ingrid Noemí González Palta
    • ,
  • Antonia Larrain Sutil

Ingrid Noemí González Palta
Universidad Alberto Hurtado

Antonia Larrain Sutil
Universidad Alberto Hurtado

Resumo

Pesquisas empíricas apontam que o uso da argumentação como estratégia pedagógica favorece tanto o desenvolvimento de habilidades argumentativas quanto a aquisição de conhecimento em diferentes áreas disciplinares. Além disso, há evidências de que essa prática melhora a argumentação oral dos estudantes ao tratar de temas científicos. Entretanto, diversas pesquisas revelam que a argumentação é pouco explorada no ensino superior. Embora os docentes reconheçam sua importância como objetivo pedagógico, muitos acreditam que os alunos devem primeiro dominar o conteúdo antes de desenvolverem suas competências argumentativas. Essa abordagem resulta na subutilização de um recurso pedagógico valioso, capaz de impulsionar a construção do conhecimento científico. Este artigo visa destacar a argumentação como prática essencial no ensino superior, desafiando a ideia de que o domínio prévio de conteúdos seja um requisito para o desenvolvimento da argumentação. A pesquisa também explora a perspectiva de Vygotsky sobre os conceitos científicos, enfatizando sua natureza dialética e o potencial epistêmico da argumentação. Ademais, o artigo convida os docentes incorporarem a argumentação em suas práticas de ensino como meio de promover a aprendizagem disciplinar. As limitações e implicações dessa abordagem são discutidas ao longo do texto.

Palavras-chave

argumentação, conceitos científicos, conhecimento, ensino superior

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