Desarrollo de la argumentación infantil: cambios en la dinámica interaccional y en los procesos inferenciales subyacentes.
DOI:
https://doi.org/10.32735/S0718-2201202100052885Palabras clave:
argumentación dialógica infantil, estructura argumentativa, lociResumen
Este trabajo es un estudio de casos preliminar y cualitativo, que considera los intercambios dialógicos argumentativos, ante una tarea de dilema moral, de seis parejas de niños y niñas (5, 8 y 11 años). El análisis de la información se fundamenta en dos enfoques (Palmieri, 2014), Visión General Analítica (VGA) de la Pragmadialéctica, y el Argumentum Model of Topics (AMT) de la Escuela de Lugano. El análisis de resultados indicó que todos los grupos son capaces de tomar una postura y defender su posición con al menos un argumento. Sin embargo, a medida que los escolares crecen, van construyendo estructuras de argumentación mucho más elaboradas y aumentan la diversidad de loci utilizados. Se concluye que la VGA y el AMT han resultado ser herramientas útiles para describir el desarrollo argumentativo de los escolares a medida que ellos se hacen mayores.
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