A Pragma-Dialectical Analysis of the Argumentative Discourse in Children


This is a research that describes and analyses the argumentative discourse in children from the second level of primary education in Chile. The corpus chosen are recordings from classes at each level at a school in Santiago. The argumentative segments of the corpus were isolated and classified according to the pragma-dialectical schemes and types of argument. It was observed that the classes analyzed were appropriate scenarios to develop a reflexive, open, tolerant and respectful dialogue.



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