This article examines the theological methodology of José Míguez Bonino, the Argentinean Methodist theologian. It proposes that his theology can be understood as a mission theology summed up in the phrase, 'Faith Seeking Effectiveness.' Míguez Bonino's methodology begins with missionary praxis and aims at a more effective missionary praxis. Obedient involvement in mission is a prerequisite for knowledge. This leads him to propose the necessity of a sociological analysis of both the context of mission and the place of the church in that context in order to establish the themes which mission theology needs to reflect upon. The issues raised by this analysis are taken up into biblical and theological reflection. This reflection is done in order to reveal God's present word to the church within the text. This leads to a new and living rereading of the gospel in the light of the new context. Finally, the biblical and theological reflection suggests new and more effective pathways for missionary obedience. In this, the journey from praxis to praxis is complete. The article ends with a reflection upon four insights Míguez Bonino gives us for contemporary mission theology: it should be praxis driven, contextually orientated, ecumenically realised and biblically rooted.

Este artigo traz uma discussão sobre a abordagem metodológica de um projeto de pesquisa que se baseia em estudos anteriores sobre a pedagogia da argumentação eficaz, realizado por um dos autores. Neste estudo, professores de seis escolas estão participando de um projeto, com duração de um ano, para usar novos materiais de desenvolvimento profissionais baseados na internet para a melhoria da sua prática no uso de grupo de discussão e argumentação em ciências. Os professores participam de oficinas sobre planejamento e organização de grupos de trabalho eficientes, introduzindo argumentação e mantendo a discussão em pequenos grupos, e do planejamento de currículos para promover a atividade argumentativa. Entre as sessões, os professores desenvolvem cada aspecto da pedagogia em suas escolas. Os dados são levantados em cada uma das escolas participantes por meio de questionários e entrevistas junto aos professores para averiguar as perspectivas sobre a prática da argumentação em ciência, estratégias pedagógicas utilizadas, mudanças nas práticas e trabalho colaborativo com os colegas na escola. O artigo enfoca questões sobre o delineamento da pesquisa para determinar o impacto das oficinas.

This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-work, introducing argument and sustaining small group discussion, and curriculum planning to promote argumentation activity. Between sessions the teachers develop each aspect of pedagogy in their schools. Data are collected from each of the participating schools using teacher survey and interviews to ascertain perspectives on argumentation practice in science, pedagogical strategies used, changes in practice and collaborative working with colleagues in school. The paper focuses on the issues of research design in determining the impact of the workshops.