• Taimí Leyva Cardosa

  Author

The development of argumentative discourse is a key educational need in higher education, particularly in initial teacher education. This study aimed to diagnose the level of argumentative competence among third-year students in a Bachelor's Degree in Primary Education and, based on the findings, to design the Identity-Mediated Pedagogical Argumentation Model (MIAP) as a didactic proposal grounded in Caribbean cultural identity and Afro-Caribbean orality. The population consisted of 60 students and the sample comprised 30 participants, representing 50% of the total. A descriptive-propositional study was conducted by integrating documentary analysis and descriptive quantitative procedures. The initial diagnosis showed that 14 students (46.7%) were at a low level, 11 (36.7%) at an intermediate level, and 5 (16.6%) at a high level; thus, 83.4% were concentrated in the low and intermediate levels. In response to these needs, MIAP was structured around five components: identity contextualization, critical reading, argumentative construction, dialogue and counterargumentation, and pedagogical transfer. The proposal is operationalized through a four-session sequence, a coherence matrix, and an assessment rubric. The study concludes that the diagnosis supports the relevance of a systematic didactic intervention, while the effectiveness of the model must be examined through a subsequent implementation using real post-intervention data.

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