This work presents a research about the role that held argumentations in mathematics classroom and the characteristics of the argumentation by reduction to the absurd, trying to understand these ones as a resource of validation of results in mathematics that is achieved through and cultural construction. The cultural character has been centered in the professional aspect, therefore our attention was fixed in different career students, trying to determine the different conceptions of the pupils and the operation mechanisms. This research is located in the socioepistemological perspective that offers a vision that includes cultural and social variables that participate in the knowledge construction. The results shows evidence of the social construction of argumentations as social practices, since it was possible to identify some characteristic at the answers that reflect the professional training, and additionally to understand that argumentations for reduction to the absurd are not applied to problems solve that exceed the academic area not even by the students that had been capable of justifying them and to use them in mathematic contexts.
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