This text analyzes how curricular units of distinct areas of knowledge may refer,demand and promote argumentative reasoning. This is considered to be a fundamentalfeature in Higher Education within the framework of the Bologna Process. Theobjective of the study is to establish how argumentative skills developed by studentsshould be promoted and assessed in courses from two different areas of knowledge.The sample was made up from 282 students assessment elements developed in 4undergraduate courses for students majoring in Psychology, Educational Science andEngineering, of University of Porto. The methodological approach used was contentanalysis and data were treated by N-Vivo software. Data in relation with the coursessupply the bases to infer that the current position held by argumentative skills inHigher Education depends on the area of knowledge, as well as on the conditions andmethods of student assessment
