Perelman's new rhetoric for the teaching of philosophy in the Mexican university high school

Abstract

The study program of the Colegio de Ciencias y Humanidades of the Universidad Nacional Autónoma de Mexico lacks the rhetorical perspective of Chaïm Perelman. This theory is important in upper secondary education for the promotion of critical awareness in students through non-traditional textual formats. The objective of the study was raised: To design a proposal to foster argumentative skills based on the new rhetoric needed in the context of information overload, enabling critical and reflective awareness among philosophy students at the Colegio de Ciencias y Humanidades, Mexico. In order to obtain results, a didactic strategy composed of five sessions was designed and whose focus was the teaching and learning of Perelman's new rhetoric in high school. The context of action was the Colegio de Ciencias y Humanidades Plantel Sur where we worked with two groups and the psycho-pedagogical approach used was constructivism. At the end of the strategy, students were able to use Perelman's new rhetoric and represent it through audiovisual language, creating a learning resource for future students. It was concluded that the new rhetoric favors the acquisition of argumentative skills and the formation of critical and reflective thinking in students. The above could be contrasted through a didactic strategy implemented.