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This study corresponds to a reflective pedagogical practice, which aimed at strengthening the argumentative skills of basic education students of an official educational institution, through the implementation of a didactic sequence based on the basic learning rights as a strategy to measure and recognize the progress of students in terms of their levels of argumentation in natural sciences. The procedure was developed in three specific phases: diagnosis, intervention and evaluation, together with the structuring of an educational material of scientific literacy that favored the simulation of argumentative situations in the classroom because it demanded the negotiation of meaningful meanings and the development of critical thinking. This is a qualitative research, which describes the scope of the basic learning right together with the level of performance achieved by the students regarding the use of scientific language, the mastery of the topics, the support of ideas and the management of their own concepts to represent, explain and describe the phenomena of reality.