THE CHALLENGES OF HIGH SCHOOL IN ARGUMENTATIVE DISSERTATION PRODUCTION AND ENEM

A LOOK AT TEACHING PRACTICE

Abstract

The essay for the National Secondary School Examination – ENEM, has shown a challenging reference for teachers and students, considering the peculiarities of the required textual typology, - argumentative dissertation, whose production is shaped from the requirements present in the Participant’s Cartilha, one of the offi cial documents from INEP, which guides the referred test. It is necessary to emphasize the lack and precariousness of writing laboratories in public schools, of teaching actions that prioritize interactive content, of better teacher x student connection, among other factors, has motivated continuous research in this regard. Regarding this test, with regard to the requirements of writing, it is visible that these end up impacting teaching practices in relation to the teaching of writing, especially in the 3rd grade, when Portuguese Language and Writing classes are aimed at preparing this exam. It was possible to understand from the research about students with diff erent levels of writing, argumentation, as well as teachers with an extensive workload that makes it diffi cult to provide individual and productive feedback for the work. This article aims to know and refl ect on the infl uence of the ENEM Writing test on the methodological practices of Portuguese Language teachers, to understand how this materializes in the teaching routine. It is also the intention of this, to know the opinion of teachers from public high school systems about the ENEM Writing test, considering their importance in the process of renewing teaching practices in schools. During the research, it was possible to perceive that the teacher’s work, in the experience of textual production, is partly marked by the guidelines contained in the Participant’s Handbook, which makes this action focused on training a writing limited to the molds proposed by ENEM.