María Luisa Lagos Ramírez—CIEDI, Colegio Internacional de Educación Integral (Colombia)
Given the importance of enhancing the acquisition and development of discursive argumentation activity in orality and literacy from the early years of schooling, in this paper we propose some theoretical and pedagogical considerations aimed at encouraging the teaching of argumentation from a reflective and progressive perspective of discursive argumentation practices. The proposal explores four dimensions of language that support the selection of argumentative genres for teaching and learning content and their organization into didactic sequences. This approach draws on an analytical review of discursive argumentation activity in the transdisciplinary fields that the PYP seeks to develop.
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