Ensino de argumentação para emancipação e decolonialidade

Abstract

In recent years, we have seen academic efforts to conceptualize argumentation as a social practice for discussing controversial issues, guided not by axioms, universalisms, and timeless principles, but by the socio-historical and cultural conditions of a group, which does not always aim for consensus but rather for deepening differences. In this context, our research and that of partner groups articulate the studies of argumentation with those of literacy, elaborating teaching proposals that are less technicist and more focused on developing criticality, reflexivity, and dialogicality, in order to promote student engagement in social language practices that challenge them to mobilize their argumentative capacities. In this essay, we incorporate the purposes of decolonial thought into the proposal for teaching argumentation from an emancipatory perspective. Thus, (1) we emphasize the preponderance of the cultural dimension in argumentative interactions for designing teaching plans that aim at the decoloniality of being; (2) we also highlight the importance of teaching the student to put a subject in question as a way of promoting epistemological curiosity and, therefore, criticality in the face of the reasons for events and the actions to be taken, as a strategy to focus on the decoloniality of knowledge. Finally, considering that argumentation is not an alexithymic activity, we discuss the problem of passions in argumentation and the need to invest in emotional literacy.