Promoting Argumentation in a Rural School: Contributions and Challenges in the Reform of High-School Education in Brazil

Abstract

Argumentation can be defined as a fundamental competence of life in contemporary society. Currently, we observe a growing interest in the development of argumentative practices, particularly with the Reform of High-School Education in Brazil. However, there is a lack of argumentative practices in the context of high schools, especially in rural schools. Our research aims to describe the application of a didactic sequence associated with the case study method in promoting argumentation with 26 students in a rural school, located in the state of Paraiba in Brazil. Our method was divided into three stages: problematization, organization, and application of knowledge. Students wrote solutions for the case study. As a result, we contributed to enabling students to discuss a local and complex problem, while also reflecting on argumentation in the development of possible solutions. Consequently, our research brings relevant discussions related to the Teaching of Chemistry in rural schools, highlighting the need for further investigations to be carried out and disseminates about this context.