TEACHER EDUCATION AND ARGUMENTATION: AN ANALYSIS OF TEACHER EDUCATION CURRICULA FROM A TRANSDISCIPLINARY PERSPECTIVE

Abstract

This study critically examines how different Teacher Education Programs address argumentation in initial teacher preparation, articulating investigative practices, critical pedagogical foundations, and contemporary curricular guidelines. The general objective is to analyze how these programs incorporate argumentative development in teacher education by articulating the perspectives of Critical Pedagogy and General Competence 7 of the BNCC, using a multiple-case study as the methodological approach. The specific objectives are to identify, within the selected curricular documents, elements that express or silence argumentation as a critical, dialogical, and emancipatory practice; to examine how General Competence 7 is mentioned, operationalized, or incorporated in the analyzed programs; and to compare convergences, tensions, and gaps among the selected courses, proposing recommendations to strengthen argumentative formation in teacher education. The research question asks how the Teacher Education Programs examined address argumentation in initial teacher preparation considering both Critical Pedagogy and General Competence 7 of the BNCC. The methodology is bibliographic, grounded in documentary analysis and a multiple-case study design. The results indicate that although all programs emphasize research as a formative axis, they reveal asymmetries in the integration of critical awareness, evidence-based reasoning, and argumentative practices, demonstrating both significant potential and structural limitations.