| Summary: | This work presents some results of a study carried out in a doctorate program aiming to investigate the articulation between the discursive interaction process and the formation of arguments by students in physics classes. This is a qualitative study developed with a group of students in the 2nd grade of high school, in a public school in the State of São Paulo, in which the teacher of the class is also the researcher. The data was collected throughout a two-month period, and consisted of videoed activities and texts written by the students. The data analysis was carried out based on the concept of the Argumentative Reasoning Line (ARL), following Toulmin's (2006) argument pattern and the idea of the Reasoning Line presented by Martins and Justi (2017), along with the Mortimer and Scott tool (2002), referring to the argumentative and discursive processes, respectively. Our results revealed the use of concepts of physics in the ARL, triggered by the discursive process between the teacher-researcher and the students. Thus, we have evidence that the articulation between the discursive and argumentative process favored the students’ active participation in the teaching and learning process of physics, a fact that indicates the contribution of this work to the discussions in the area of physics teaching, regarding the discursive and argumentative process use in the classroom.
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