Resumen

CADEMARTORI, Yanina  y  PARRA, Dolores. REFORMA EDUCATIVA Y TEORÍA DE LA ARGUMENTACIÓN. Rev. signos [online]. 2000, vol.33, n.48, pp.69-85. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342000004800006.

Teaching argumentation to high school students raises the problem of defining the theoretical fundamentals that support it. This study presents a dual purpose analysis of the discourse of the pedagogical formulation of the Chilean educational reform: first, to confirm the hypothesis about which theory of argumentation underlies the discourse and, second, to justify the inclusion of a pragmadialectic perspective in a pedagogical proposal. The work examines the draft "Spanish Language and Communication" program for third year secondary school students, and the corresponding Student´s Handbook, published by the Chilean Ministry of Education. The analysis followed guidelines to quantify the presence of three theoretical positions ­logic, new rhetoric and pragmadialectics­ in the selected texts, according to five categories or dimensions for analysis. The results confirmed that new rhetoric is the prevailing theory, with one very limited instance of pragmadialectics in one of the documents, and essentially referring to one category only.