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Analyzing and understanding the teaching practices of argumentation in rural environments entails examining teachers’ notions about teaching practices, argumentation and rurality. Education-related issues are often approached without considering the different context conditions. Rurality certainly impacts the ways of approaching some language forms such as reading, writing and argumentation. Thus, this study starts off with some questions that are critical for research and represent an explanatory roadmap on the subject. The paper ends with a theoretical and research-based outlook on the conceptions of these three categories, taking into account the sociocultural horizon. This horizon allows teachers to safely own the social environment in order to transform it into an opportunity for ongoing learning and knowledge. The context is variable and, consequently, knowledge is also changing and diverse. This should not be alien to teaching practices, whose main purpose is, among other things, to promote the development of language in all its forms.

Una construcción conceptual de cara a las prácticas de enseñanza de la argumentación en la ruralidad