Para além do texto Enem: uma proposta didática para o letramento argumentativo

Abstract

This study aims to investigate the teaching of argumentation in high school, with an emphasis on how this practice is guided and demanded by the writing section of the National High School Exam (Enem). The research is based on the concept of argumentation presented in official curricular guidelines, such as the National Curriculum Parameters (PCNs) and the Common National Curriculum Base (BNCC). It then seeks to understand why the teaching of argumentation in schools is often reduced to a rigid and cognitivist model, centered on the argumentative-essay structure required by Enem, which limits the understanding of language as a social practice. In order to better understand this issue, the study analyzes a sample essay from the Enem Participant’s Guide, identifying the argumentative strategies used and their limitations regarding the dialogic construction of discourse. Based on theoretical contributions from Text Linguistics and Discourse Analysis, particularly the works of Bakhtin (1995), Amossy (2020), Azevedo and Santos (2018), and Piris (2021), the study proposes an approach to teaching text production that values the teaching of argumentation beyond the scope of the Exam. Finally, a didactic proposal is presented, aiming to bring students closer to diverse forms of language in the classroom by connecting theory and practice through the critique of a pseudoscientific TikTok video. This approach seeks to develop argumentative skills that can be applied across different social contexts.