To live as a society, is really important to have in mind different skills as: formulate, to reason, to argue, and to demonstrate different points of view so we can develop our thoughts critically, so this will let us face all the challenges in our daily living. The aim of this investigation is to enhance all these argumentative skills of the students that are on their last year of their first cycle of basic education. To achieve this, argumentation will be taken as a tool of the own speech, which purpose will change depending on the context in which the individuals are place at that moment, combining two types of arguments, one that is rational and the others that are persuasive. This investigation is based in a particular subsidized school in Independencia which is placed in the north part of Santiago. Specifically in a 4th grade that has 32 female students with an average of 9 years old, who demonstrate to have lower argumentative skills in oral and written ways. This article was executed through a sociocritic paradigm which intended to create a change that leads emancipation of the difficulties. All this was based on a study of case where they made interventions that promoted this skills. The instrument to measure this argumentative skill of the students consisted an oral test that was made before and after the interventions. This was evaluated through an analytic rubric which measure both types of arguments.Para vivir en sociedad, es importante que las personas, desde su formación escolar, desarrollen habilidades como formular, razonar, argumentar y expresar opiniones, ejercitando un pensamiento crítico que les facilite asumir los desafíos comunicativos de la vida diaria. El objetivo de esta investigación fue promover el desarrollo de las habilidades argumentativas de estudiantes que cursan 4° año básico. Con este fin, la argumentación se entiende como una herramienta propia del discurso cuya finalidad cambia de acuerdo con el contexto en el que las personas estén situadas. Se analizarán dos tipos de argumentación: la racional y la persuasiva. Esta investigación se realizó en un colegio de dependencia particular subvencionada de la zona norte de Santiago. La muestra se conforma de 32 estudiantes de género femenino que demostraron tener un nivel descendido de las habilidades argumentativas en su expresión oral y escrita. Sobre la base de un paradigma sociocrítico, se realizaron 11 intervenciones para promover esta habilidad, proceso que fue evaluado mediante una prueba oral que se realizó tanto de manera previa como posterior a las intervenciones, a través de una rúbrica analítica.