This is a revision and an analysis of some research work about argumentation teaching in the writing of digital multimodal texts, a subject approached in three moments, as follows: 1). Argumentation and didactics between the decades of the 60´s and the 90´s; 2). Argumentation teaching from cognitive and epistemic focuses from the 90´s to the 2000 and 3). Argumentation forms supported on multimodal resources in the years between 1990 and 2013. The conclusions are finally presented, focusing on revealing some problems that open the discussion and research field.