Pedagogical innovation in Geosciences from critical reading and pragmadialectic argumentation

This paper is an action research result which emphasizes on the process from academic reading and writing training, targeted to scientists-teachers in Geoscience (Universidad Nacional de Rio Negro, Argentina), into transferences to educational practices. The research was focused on questioning the teachers ' approaches about formation, the educational practice and the reflection on critical reading and pragma-dialectic argumentation included in their subjects. The categories were: perspectives in disciplinary and interdisciplinary teaching, critical formation as teaching objective, feedback as a regulation mean of pedagogical practices and teaching evolution by means of their practices. Techniques were focus groups, interviews, and teachers ' practice stories. As a main result, the positive change in scientists-teachers regarding teaching, their incursion on the didactic design with some methodology steps and the reflexive practice stand out.