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Due to the evident educational gap in the teaching and acquisition of argumentation in Mexico, in the recent Educational Reforms for Middle Education has been proposed that the Pragmadialectics theory underlies the teaching of this discourse in the curricula and course contents; however, this argumentation theory is not the base for the activities or the didactic materials used in the classrooms. These are ruled by the New Rhetoric theory of argumentation. This shows a lack of coherence between the pedagogical-theoretical approach and classroom practices. This is why the definition of the theoretical basis to sustain this discourse model in the curricula is a challenge that needs to be addressed. In this research we analyze and evaluate the curriculum, the syllabus and the Spanish textbooks for Middle school; we also analyze the curriculum, the Spanish teaching guides, and the Spanish text books for the High school that depends on the University of Querétaro. The final proposal is framed in the theoretical consideration of the need to elaborate a new model for teaching argumentation that is based on the interdisciplinary work of the fields of Linguistics, Pedagogy and Philosophy. [ABSTRACT FROM AUTHOR]