How do they teach, and what do they teach? Argumentation in Three School Texts

Chaucas M.E.V.; Cruz S.J.C. · Revista Iberoamericana de Argumentacion (2025) · DOI: 10.15366/ria2025.30.001

Resumen

Despite the everyday practice of argumentation (present in all areas of our daily life) and its importance in current times-invaded by fake news, half-truths and unargued opinions-, its teaching in Peruvian schools is still insufficient. Therefore, the present research aims to evaluate the didactics of argumentation in school textbooks of three national publishers. This research adopts a qualitative approach and uses documentary analysis as a method. The corpus is made up of Communication books aimed at students in the fifth grade of Secondary Education, published between 2016 and 2022 in Peru. The results obtained reveal a) a simplification of the argumentative theory, evidenced by the omission of important components such as the subargument and counterargument; b) discordance between the argumentative theory provided and the examples of discursive genres requested, and c) limitations of the didactic sequences designed for the development of argumentative competence. © MARÍA ELENA VILLANUEVA CHAUCAS Y SANDRO JAIME CASTILLO CRUZ.

Instituciones: Universidad Peruana de Ciencias Aplicadas; Universidad César Vallejo