Implementación de unidades didácticas sobre lectura crítica y argumentación pragmadialéctica en Geología

Abstract

This article addresses educational practices of literacy and pragmatic argumentation in university geology courses in two Argentine universities. Surveys, interviews, a focus group, teaching units and stories of teaching practices were used in the collection of the analysis unit. It is concluded that it was enriching that disciplinary teachers are trained in reading and writing, because it results in understanding and disciplinary textual production, emphasizing participatory, critical and reflective processes.