The Argumentation in the Processes of Resolution of School Conflicts

This article, product of a research, explains the argumentative categories (theme, purposes, means and participants), present in the processes of conflict resolution between students and teachers of a high school in Bogota. These categories are studied inside a scenario of attention of differences denominated Encuentro Pedagogico de Convivencia, where communication plays a fundamental role for approaching the controversies and searching solutions through the dialogical process between professor and student. Among the most relevant findings is that teachers use the norm as an essential element of their arguments, while students use emotion as the basis of their argument.