Uma cultura de diálogo em aulas de química: argumentações sobre suplementação alimentar

This paper aims to analyze argumentative elaboration processes by high school students, in a debate motivated by a case study on the dilemma of the use of dietary supplements. From the study of genesis and the development of argumentation, we identified and analyzed the extent to which the pedagogical intervention in chemistry classes, through the teaching of concepts, supports the complexification of their discourses related to food processes and health care, in the search for a socially idealized body. As a result, and contributions to the teaching area, we defend the essentiality of heterogeneous argumentative practice – not as a punctual or fragmented action – but as a fundamental culture to be established in the teaching process.