The objective of this research was to promote argumentative participation strategies in the educational community to identify the different cultural problems of the students of the Inga bilingual institution in Mocoa; With a qualitative approach methodology which sought to know and understand the daily representations of students by configuring argumentative models oriented towards identity, communication and cultural discrimination. For this study we worked with 10 students belonging to the ninth grade using a sample of 6 students. Likewise, group discussion instruments were used with the design of discussion guides as an instrument of previous ideas, a didactic unit and finally an exit instrument. The results of this research showed the main argumentative levels in which the students are located, being the assertion, the evidence and the guarantee according to Toulmin, and the belief, common sense and experience according to Pinzon. The different instruments applied in the development of the investigation allowed to show the students options to improve their argumentative levels.