This document presents research in which the didactic transposition in teaching and learning written argumentative texts in secondary education were analyzed. To this end a didactic sequence for the final year of secondary education (2nd year of bachillerato) was designed and implemented. The results highlight the importance of the approach based on the process, the relations between orality and literacy, and the double pedagogical nature of the argument: as a tool and as an objective in itself.... [Leer más...]