摘要：The present article shows as a main scope the interface between the Scientific Argumentation and Teaching Thru Research (TTR). It´s known that teaching is a wide practice and to promote this teaching thru the TTR view is to teach the argumentation, once, by promoting the construction of new arguments, it´s possible to achieve the pillar spheres of the teaching: to be, to do and to know. This way, in search of the pedagogical practices that result in this action, we have the following as the issue for the research of this manuscript: what are the perceptions and analysis given to a Teaching Sequence (TS) proposed as pedagogical practice to the interface between the Scientific Argumentation (SA) and Teaching Thru Research (TTR). This is a research featured as being qualitative of the participant research kind. As it refers to methodological questions, the participants, post-graduation students of a course specialized in Science Teaching, after a DL (Distance Learning) graduation thru Blog, analyzed and issued their opinion and considerations to a Teaching Sequence (TS), created with the objective to promote the construction of the scientific knowledge by a practice that melts the SA and the TTP perspective. These opinions and considerations were analyzed by the content analysis. From the obtained results, emerged the following analysis categories: complementarity between SA and TTP and cognitive maturity. The results revealed that the TS built is appropriated and a fruitful pedagogical strategy for the building of the scientific knowledge.
