Chiaroscuros of the Technical Higher Education. The Incentivizing of Argumentative Abilities in the Classroom
Abstract
Within the range of options for higher education in Mexico, there is a subsystem belonging to the Coordinación General de Universidades Tecnológicas y Politécnicas called Technological University, product of the educational policies linked to the productive sector. This work is the result of a case study on the production of argumentative texts in the Universidad Tecnológica del Norte de Aguascalientes, in Mexico. Its objective is to analyse the practice of written argumentation when used in the construction of knowledge. The methodology is mixed. For two months the work and interaction in the classroom between students and teachers was passively observed. Texts written by 60 students under the label of “argumentative” were also analyzed. In any type of higher education, it is essential to conceive writing as a process that allows the clarifying, organizing and sharing of ideas, as well as creating questions and conclusions, so that students can integrate into the job market with the cognitive skills of argumentative discourse. Nonetheless, there is no encouragement towards the development of argumentation in the educational practice used to train students of technical higher education.
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