<?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>1794-192X</journal-id>
<journal-title><![CDATA[Revista Guillermo de Ockham]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Guillermo Ockham]]></abbrev-journal-title>
<issn>1794-192X</issn>
<publisher>
<publisher-name><![CDATA[Universidad de San Buenaventura Cali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-192X2023000200639</article-id>
<article-id pub-id-type="doi">10.21500/22563202.5980</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelos argumentativos: análisis tipológico para su aplicabilidad en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Argumentative Models: Typological Analysis and its Applicability in the Classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Ortiz]]></surname>
<given-names><![CDATA[Angélica María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Ortega]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Rodríguez]]></surname>
<given-names><![CDATA[Juan Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>639</fpage>
<lpage>656</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-192X2023000200639&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-192X2023000200639&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-192X2023000200639&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En las últimas dos décadas se ha focalizado en la escuela, el interés sobre la argumentación como herramienta importante para el desarrollo del pensamiento crítico. Actualmente, se pueden encontrar diferentes modelos de argumentación propuestos por diversos autores. A pesar de ser bastantes, lo cierto es que no parece haber un norte claro que permita orientar y seleccionar los modelos según su necesidad o conveniencia a la hora de aplicarlos en el aula. Por ello, en el presente artículo se exponen los resultados de una investigación analítica comparativa de cada uno de los principales modelos argumentativos y sus precursores: Aristóteles (1982, 1988), Gótama (1913; la escuela ny&#257;ya o lógica india), Sócrates (Platón, 2010, Crát.), Sexto Empírico (1996), los filósofos vitandines (argumentación negativa india), la escuela de los lógicos (shi), la escuela china de los nombres, Toulmin (2007), De Zubiría (2001) y De Zubiría (2006), Díaz (2014), Adam (1992), Van Dijk (1996a, 1996b), Van Eemeren (2019), Van Eemeren y Grootendorst (2002), Perelman (2007) y Perelman y Olbrechts-Tyteca (1989). Dicho análisis permitió clasificar todos estos modelos en cuatro tipos (formal, conceptual, persuasivo y pragmadialéctico) a partir de sus elementos y estructura. Una vez realizado este análisis, se evalúa la aplicabilidad de cada uno de ellos en los procesos de enseñanza a la luz de los siguientes criterios: aportes a la construcción del conocimiento; habilidades comunicativas intervinientes; procesos de pensamiento favorecidos; actitudes, valores y emociones que permite desarrollar; limitaciones de cada modelo; y tipo de población para los que son más pertinentes. En síntesis, se pretende ofrecer herramientas que faciliten a maestros e investigadores reconocer los principales modelos argumentativos existentes, sus características, posibles bondades y los alcances de su puesta en práctica en el salón de clase.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the last two decades, school has focused its interest on the development of argumentative processes as an important tool in different fields of knowledge and the development of critical thinking. Currently, people can find different argumentation models raised by various writers. Despite being quite a few, the truth is that there does not seem to be a clear direction for orienting and selecting the models according to their need or convenience for applying them in the classroom. Therefore, this article depicts the results of a comparative analytical research of main argumentative models and their representatives: Aristotle (1982, 1988), Gotama (1913; the ny&#257;ya school or Indian logic), Socrates (Platón, 2010, Crát.), Empirical Sixth (1996), the Vitandine philosophers (Indian negative argumentation), School of logic (Shi), School of names -Chinese-, Toulmin (2007), De Zubiría (2001) and De Zubiría (2006), Díaz (2014), Adam (1992), Van Dijk (1996a, 1996b), Van Eemeren (2019), Van Eemeren and Grootendorst (2002), Perelman (2007), and Perelman and Olbrechts-Tyteca (1989). This analysis allowed classifying all these models into four types (formal, conceptual, persuasive and pragmadialectic) based on their elements and structure. Once this analysis has been carried out, the applicability of each of them in the teaching processes is evaluated according of the following criteria: contributions to the construction of knowledge; implied communication skills; favored thought processes; attitudes, values, and emotions that model allows to develop; limitations of each model; as well as the type of population for which they are most relevant. In summary, it is intended to offer tools that allow teachers and researchers to recognize the main existing argumentative models, their characteristics, possible benefits, and the scope of their application in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aula]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[modelos argumentativos]]></kwd>
<kwd lng="es"><![CDATA[estructura argumentativa]]></kwd>
<kwd lng="en"><![CDATA[classroom]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="en"><![CDATA[argumentative models]]></kwd>
<kwd lng="en"><![CDATA[argumentative structure]]></kwd>
</kwd-group>
</article-meta>
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