The following investigation is a contribution to the pedagogical dynamics study in the rural sector. About it, the importance of the argumentation in fist years of schooling students that belong to a rural educative institution in the municipality of Soacha, whose reading and writing skills had been reinforced during the development of their discursive and argumentative abilities. For this purpose the New Schoolþs methodology was used, dividing the students in one graduate class and two multigrades classes in order to apply, to experiment and to analyze the significance of the proposed dynamics in different groups of students. The main objective consisted in the identification of the ways in which communication arises and develops in terms of argumentation, as well as its effects and potentialities. One of the findings that will be highlighted is that, in the elaboration of arguments and counterarguments in a collective way, students plan their work and decide how to do it, reinforcing in them through the proposed dynamics, their leadership and argumentation capability. Likewise, reference will be made to the relevance of this research work in relation to the strengthening of the argumentation in students of II cycle of basic primary, but also in the results that were found according to the influence that the interaction between peers in argumentative situations and the characteristics that these acquire in three rural contexts, that even though they belong to the same institution acquire their own peculiarities.