O domínio ortográfico de candidatos do Enem e a influência do Ensino Remoto Emergencial: um estudo comparativo

Abstract

Spelling proficiency is a right, as it is expected to be consolidated by the Base Nacional Comum Curricular - BNCC - (Brasil, 2018a) by the end of elementary school. However, spelling errors are persistent in adulthood (Castelo; Sousa, 2017), indicating that spelling proficiency is not consolidated in school. In addition, during the coronavirus pandemic, educational centers were closed and the Ensino Remoto Emergencial (ERE) was adopted, which distanced student-teacher contact and brought harm to student writing (Skar; Graham; Huebner, 2022). Therefore, there is a need to investigate whether this damage could have led to an increase in spelling errors, taking into account that students had less contact with reading and writing during this time of social isolation. With this in mind, the main question of this research is: Did ERE lead to an increase in spelling errors in Enem’s essay? These questions are valid because the pre-Covid scenario was already one of persistent spelling doubts in people of college age (Sartori; Mendes; Costa, 2015; Castelo; Sousa, 2017; Henbest et al., 2020), therefore, it is worth evaluating the possibility of worsening an already deleterious scenario, even because, taking medical-sanitary crisis into consideration, there is an even more unfavorable context for this type of learning, considering the educational model adopted, which distances the teacher from the student's textual productions, and the socio-educational conditions to which learners and teachers were subjected. The research used Enem’s essays from 2019 and 2021, as these tests allowed us to assess the situation, comparing student performance on the Exam before the implementation of ERE and at its end, from a national perspective. This was done in order to conclude whether there was an increase in spelling errors by Enem candidates - since such candidates are, in general, graduates of Brazilian basic education - and what was that damage. This study adopts a quali-quantitative approach (Paiva, 2019). The research was developed from the perspective of Applied Linguistics, under the Integration of Multiple Patterns (Treiman; Kessler, 2014; Treiman, 2018) and it aims to contribute to the improvement of the orthographic writing of students who had their studies negatively affected by the adoption of Emergency Remote Education. As a result of this project, we have that (1) the Enem of the year 2021 had a higher number of spelling errors when compared to 2019; (2) the candidate's grade has a greater influence on spelling errors than the year in which the essay was written; (3) the increase in spelling errors of Enem candidates was due to ERE.