El juego de roles como una propuesta para enseñar a argumentar en el aula a través de desacuerdos
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Date
2025-01
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Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Trabajo de Investigación e Innovación
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Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
El objetivo de este trabajo es presentar una propuesta didáctica que utiliza el juego de roles como estrategia para trabajar la argumentación en el aula, abordando desacuerdos de diferentes niveles de profundidad. Para esto, en la primera sección se presenta una visión de la argumentación que la concibe como una actividad primordialmente encaminada a resolver desacuerdos o diferencias de opinión (la perspectiva pragmadialéctica) y se introduce el diseño de la actividad de juego de roles como una actividad para ejercitar las capacidades argumentativas de los estudiantes. En la segunda sección, se presenta una posible objeción a esta propuesta que surge de la existencia de desacuerdos que son en principio irresolubles por la vía de la argumentación (desacuerdos profundos), y se desarrollan dos aspectos de la discusión sobre desacuerdos profundos (los niveles de profundidad y la distinción entre resolver y administrar un desacuerdo) que ayudarían a mejorar (o enriquecer) la propuesta de juego de roles. Por último, en tercer lugar, se incorporan estos dos aspectos en la propuesta específica. Al trabajar con una variedad de desacuerdos, se busca que los estudiantes aprendan a construir argumentos buenos y convincentes, a evaluar tanto positiva como negativamente los argumentos de los otros y a negociar diferencias de opinión de manera constructiva.
The aim of this paper is to present a didactic proposal that uses role-playing as a strategy to work on argumentation in the classroom (preferably in higher grades), addressing disagreements of different levels of depth. For this purpose, the first section presents a view of argumentation that conceives it as an activity primarily aimed at resolving disagreements or differences of opinion (the pragmadialectical perspective), and introduces the design of the role-playing activity as an activity to exercise students' argumentative skills. In the second section, a possible objection to this proposal arising from the existence of disagreements that are in principle irresolvable through argumentation (deep disagreements) is presented, and two aspects of the discussion on deep disagreements (namely the levels of depth and the distinction between resolving and managing a disagreement) that would help to improve (or enrich) the role-playing proposal are developed. Finally, in the third section, these two aspects are incorporated into the specific proposal. By working with a variety of disagreements, students are expected to learn to construct good and convincing arguments, to evaluate both positively and negatively the arguments of others, and to negotiate differences of opinion constructively.
The aim of this paper is to present a didactic proposal that uses role-playing as a strategy to work on argumentation in the classroom (preferably in higher grades), addressing disagreements of different levels of depth. For this purpose, the first section presents a view of argumentation that conceives it as an activity primarily aimed at resolving disagreements or differences of opinion (the pragmadialectical perspective), and introduces the design of the role-playing activity as an activity to exercise students' argumentative skills. In the second section, a possible objection to this proposal arising from the existence of disagreements that are in principle irresolvable through argumentation (deep disagreements) is presented, and two aspects of the discussion on deep disagreements (namely the levels of depth and the distinction between resolving and managing a disagreement) that would help to improve (or enrich) the role-playing proposal are developed. Finally, in the third section, these two aspects are incorporated into the specific proposal. By working with a variety of disagreements, students are expected to learn to construct good and convincing arguments, to evaluate both positively and negatively the arguments of others, and to negotiate differences of opinion constructively.
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Keywords
Argumentación, Juego de Roles, Perspectiva Pragmadialéctica, Argumentation, Role - Playing, Pragmadialectical Perspective