Argumentation in educational contexts has been proposed as a dialogic practice that stimulates and promotes students’ critical thinking. However, the way critical thinking relates to argumentation is still not clear in the literature. This essay proposes the exploration of the concept of criticality, as manifested in students’ and teachers’ contributions within argumentative interactions, as the basis for the redefinition of “pedagogical dialogue” as a dialogue oriented towards critical argumentation. The main characteristics of this type of dialogue are described, shedding light on the connection between argumentation and critical thinking. These characteristics are illustrated through examples drawn from classroom interactions.

中文翻译：

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作为批判性教学对话的论证

教育背景下的争论已被提议作为一种对话实践，可以激发和促进学生的批判性思维。然而，批判性思维与论证相关的方式在文献中仍然不清楚。本文提出对批判性概念的探索，体现在学生和教师在辩论互动中的贡献，作为将“教学对话”重新定义为面向批判性论证的对话的基础。描述了这种对话的主要特征，阐明了论证和批判性思维之间的联系。这些特征通过课堂互动中的例子来说明。