Limitaciones y fortalezas de la escritura argumentativa en las tesis doctorales de educación

The objective of this research was to determine the level of quality of argumentative writing in doctoral theses in Education approved in Peruvian universities during 2021. A basic quantitative methodology with a descriptive design was used, evaluating a probabilistic sample of 333 theses through an observation sheet. The results revealed that, although 99.1% comply with the formal structure, the argumentative approach is the weakest dimension: 39% of the theses showed a regular development, characterized by the predominant use of direct quotes without deep critical analysis. A lack of solidity in the construction of premises was identified in key sections such as the problem statement and discussion. It is concluded that the argumentative quality is superficial, which limits the critical contribution and the solidity of the conclusions in doctoral training.