A temática argumentativa em avaliações para entrada no ensino superior e suas relações com a formação cidadã

Abstract

The teaching of argumentation is becoming increasingly common in the classroom, especially in the high school stage, as several Brazilian public universities have adopted the production of predominantly argumentative texts as one of the ways to enter higher education. Considering that the development of texts with argumentative orientation becomes essential in the lives of students, this work focuses on the analysis of argumentative writing as an evaluative instrument, as it proves to be fundamental in the education of these young people, equipping them not only for academic success but also to be conscious and responsible citizens. As the scope of the study, the ENEM and FUVEST assessments applied in the year 2022 were chosen given their importance for admission to higher education, as well as being a milestone in the completion of basic education. Because of this, it is relevant to develop studies in this perspective that can contribute to the study of these genres. For this purpose, the support for the reflection presented here will be developed based on theoretical studies that underpin the historical discussions about argumentation as a fundamental exercise in communication and will be referenced throughout the text. Subsequently, the collections of such proposals will be analyzed with the purpose of understanding what is expected of the student; what images of student-candidate and citizen are projected; what leads the student to develop their point of view and, consequently, generate the text; and, finally, how the themes allow for a social or political interpretation of reality, a fundamental characteristic of argumentative orientation and in the process of persuasion and convincing others.