<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100072</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.660</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La Interacción Argumentativa como Herramienta para Promover el Pensamiento Crítico en Contextos Educativos]]></article-title>
<article-title xml:lang="en"><![CDATA[Argumentative Interaction as a Tool to Promote Critical Thinking in Educational Contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Callahui]]></surname>
<given-names><![CDATA[Karina Lisbet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ccoa]]></surname>
<given-names><![CDATA[Verónica Luna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar Bueno]]></surname>
<given-names><![CDATA[Jonathan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia Perez]]></surname>
<given-names><![CDATA[Mayra Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica del Perú - Escuela de posgrado  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Continental - Escuela de Psicología  ]]></institution>
<addr-line><![CDATA[Cusco ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Continental - Escuela de Psicología  ]]></institution>
<addr-line><![CDATA[Cusco ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Continental - Escuela de Psicología  ]]></institution>
<addr-line><![CDATA[Cusco ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>72</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100072&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La interacción argumentativa es un factor fundamental en el ámbito educativo contemporáneo. El objetivo fue analizar las prácticas argumentativas en una institución educativa, comprender su aplicación en clase y las razones que llevan a los docentes a integrarlas en sus secuencias pedagógicas. La investigación se enmarcó en el paradigma interpretativo, el método de estudio de caso y el enfoque cualitativo, con un diseño descriptivo interpretativo y de corte transversal. Se utilizó la técnica de observación natural en una institución educativa privada de Cusco, Perú, con 22 estudiantes de cuarto de secundaria y 3 docentes. A través de un registro observacional, se identificaron 3 tipologías de prácticas: protoargumentativas, argumentativas de tipo 1 y de tipo 2. Las protoargumentativas muestran puntos de vista sin una estructura de razonamiento formal, mientras que las prácticas argumentativas tipo 1 y tipo 2 se distinguen por la dinámica promovida por el docente, el razonamiento desarrollado y las preguntas formuladas. Dentro de las prácticas tipo 1 se identificaron subcategorías diferenciadas según el objetivo pedagógico y se establecieron niveles de complejidad creciente en las interacciones. Este análisis permitió comprender cómo las prácticas argumentativas contribuyen al pensamiento crítico y ofrecen herramientas para diseñar estrategias pedagógicas efectivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Argumentative interaction is a fundamental factor in contemporary education. The objective was to analyze argumentative practices in an educational institution, understand their application in the classroom, and identify the reasons teachers integrate them into their teaching sequences. The research was framed within the interpretive paradigm, using a case study method and a qualitative approach, with a descriptive, cross-sectional design. The natural observation technique was used in a private educational institution in Cusco, Peru, with 22 high school seniors and three teachers. Through observational records, three types of practices were identified: proto-argumentative, type 1 argumentative, and type 2 argumentative. Proto-argumentative practices show points of view without a formal reasoning structure. At the same time, the dynamics promoted by the teacher distinguish type 1 and type 2 argumentative practices, the reasoning developed, and the questions asked. Within type 1 practices, subcategories were identified according to the pedagogical objective, and levels of increasing complexity in interactions were established. This analysis provided an understanding of how argumentative practices contribute to critical thinking and offer tools for designing effective pedagogical strategies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[argumento]]></kwd>
<kwd lng="es"><![CDATA[razonamiento.]]></kwd>
<kwd lng="en"><![CDATA[Critical Thinking]]></kwd>
<kwd lng="en"><![CDATA[argument]]></kwd>
<kwd lng="en"><![CDATA[reasoning.]]></kwd>
</kwd-group>
</article-meta>
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