Concepts and practices of teachers of argumentation skills at the 5th grade of basic education

The present article seeks to discuss the concepts of two teachers regarding the teaching of argumentation skills and how they refl ect on their teaching practices with 5th grade students. The analysis of fi ve classes of each teacher has revealed that one of them adopted a concept of argumentation detached from day-to-day situations, expressed in the teaching of concepts and in a standard compositional form. The other teacher has shown a clearer understanding of the diversity of textual genres and of the situations in which one has to use argumentation skills, therefore generating more reading and writing activities based on the context, focusing on the analyzed genres’ characteristics. It is possible to conclude that the concept of argumentation as a discursive practice requires a greater knowledge of the diversity of situations and genres found in the society. This knowledge is essential for a more refl exive pedagogical practice centered on the social uses of writing.