Evaluation of the Knowledge Construction Process in the application of the Pedagogical Architecture “Debate of Thesis”

This work presents a pedagogical architecture called Debate of Thesis and aims to analyze the interactions and understandings of students after its application in a learning situation. Such pedagogical architecture is supported by genetic epistemology, which offers structuring conditions for learning. The Debate of Thesis, by recording the positions and arguments based on the theses, allows for the analysis of changes in these positions that show conceptual reconstructions based on the consideration of the various contributions of the reviewers and reviewed. The results showed that the use of a structuring space for debates: i) favored the problematization of students’ knowledge, through the productions available for the debater to produce their final argument, motivated by the set of exchanges carried out with other participants and, ii) provided conditions of constructions and reconstructions of cognitive structures.