Salto Epistémico Y Análisis De La Argumentación En La Investigación Educativa

Abstract

This article is a theoretical discussion on the relationship between the concepts of perspective review and argumentative relevance. The goal is to conceptualize what is defined as an epistemic leap for knowledge building in the classroom through argumentation. This will allow a better understanding on the role of this social practice in the learning process, contributing to the discussions on education, and promoting questioning and new questions on what is conceived as school learning itself. It also offers a concept that pushes forward in the theoretical understanding of argumentation in the school context (not so spontaneous), making it relevant to the field of Argumentation Theory.