The dictionary as a tool for argumentation teaching

Abstract

This article seeks to present the genesis and methodology of a dictionary mostly based in notions of argumentation and rhetorics fields (PLANTIN, 2016) and, also, bring to light the circunstances of elaboration of the original french text. By presenting the theoretical set that integrates the book (New rhetoric, Substantial logic, Theory of argumentation in language, Natural logic, Theory of fallacies, Informal logic, Pragmadialetic theory, the study of argumentation in verbal interactions, among others), the aim of this article is to present the functionalities of a specialized dictionary-instrument for the teaching of argumentation, especially at more academically advanced levels, such as undergraduate, graduate and researchs in general for students and other people which have some interest in the complex field of argumentation. Thus, this article intend to discuss the importance of using dictionaries in the classroom; its usefulness for learning to argue; for critical reading and writing practice. Principles and criteria that guided the development of the vocabulary are also presented, in addition to discussing argumentation as a linguistic activity; the way in which the entries are organically integrated into the book as a whole; the importance of argumentative interaction; the argumentative situation as the guiding axis; argumentation as an intersubjective activity (epistemic; affective and emotional) and, yet, argumentation as a critical activity. Finally, the article presents the process of elaboration of the original french text, which already has the Portuguese version in process of translation and the spanish version.