Uma proposta de critérios marcadores para identificação de situações argumentativas em salas de aulas de ciências

Abstract

In this work we approach firstly to the research aboutargumentation in the context of Science classrooms and then weseek to problematize the criteria matter for identification ofargumentative situations in those contexts. Hereinafter and from areview of theoretical studies of the field, we propose twomain criteria markers to identify argumentative situations:contrast of ideas and reciprocal justifications. Following, wediscuss how those criteria markers contain certain particularcharacteristics of the argumentative situations and then we try toillustrate, in excerpts of two discursive classroom episodes, howthose markers show up themselves as operational to identify thepresence of argumentation.