This multiple case study has investigated the dialogic argumentation of a group of Primary Education students in a literary education project for the resolution of school conflicts. His didactic process began with his critical commentary on a legend of oral tradition about peace viewed on YouTube, with significant interpretation and intertextual connections from miscellaneous sources explicit in classroom literary gatherings, and has culminated in the creative production and the audiovisual narrative hypertexts transfer with technologies for student empowerment and participation (TEP). The methodological design of discursive production story analysis has been microethnographic, attentive to issues that promote argumentative imagination congruent with literary symbols by fantastic hypotheses and convergent concatenations born from cooperative learning. The argumentative enunciation, the intertextual culture and the socio-emotional interaction of each student have been analyzed by matrices and dialectical logical-argumentative maps (Rationale) and semantic maps (Atlas.ti). The results reveal the situational complexity of each case, discerning violent video game habits and types of violence that can be overcome with sustainable peace strategies. It is concluded that literary education from oral tradition narratives favors the democratic and emancipatory development of argumentation in childhood.
