El discurso argumentativo en la práctica pedagógica desde la Teoría Social Enunciativa (TSE): Propuesta Didáctica

Abstract

The purpose of the pedagogical relationship or communication is to initiate, modify, and develop knowledge in the learner, because it is the fundamental means for the production, reproduction and transformation of society and culture. In this relationship, we privilege the didactic tools (strategies, skills and attitudes), on the one hand, and the linguistic-discursive and cognitive mechanisms within the teaching-learning process of argumentative discourse, given that the Current Proposal of the Ministry of Education, only, is anchored in the formal structure of the argumentative text and is not interested in developing students' critical and reflective thinking. Our intention is to design a pedagogical proposal to strengthen the teaching-learning process of argumentative discourse for the levels of Basic General Education and Baccalaureate, from Enunciative Social Theory. The applied methodology: action research, whose approach is qualitative. It begins with a bibliographic review to present a descriptive, explanatory and interpretive framework for the design of the pedagogical proposal from Enunciative Social Theory. The theoretical basis includes evoking rhetoric in Aristotle (Padilla, 2020), among others. The problem of discursive genres by Bakhtin (1952), academic and professional genres by Parodi (2008), the proposal of enunciation by Martínez (2005), of course, within the framework of Bernstein's Pedagogical Practice (2000). The focus group corresponds to students from two Educational Institutions: “Liceo Cristiano” (Private Educational Unit) and “Ricardo Muñoz Chávez” (Public Educational Unit). The results show that this proposal is pertinent because it involves processes that stimulate the student's critical and reflective thinking. Furthermore, it allows the teacher to strengthen the teaching-learning of this type of discourse by providing strategies from reading, collaborative work and evaluation processes from textual constructions that cover real sociocultural problems. In conclusion, we try to offer the teaching-learning process of argumentative text-speech for effective communication.