The focus of this work is the grounds of the arguments' construction in the classroom. The guidelines for observation of this process are the work on the role of speech and the various discourses in the classroom and, also, the elements for understanding if Scientific Literacy is expected in Elementary School. We analyzed discussions in the classroom and from the results could make relations between these two subjects within the study of Science Education and find evidence of a cycle through which arguments gain consistency and completeness.
Argumentation; Scientific literacy; Toulmin's framework
