Manifestações de práticas de ensino da dissertação escolar no Instagram: reflexões sobre o ensino de argumentação e o vestibular

Abstract

In order to understand how teaching of dissertative-argumentative texts has been configured on the social media platform Instagram, this study aimed to propose reflections on teaching practices related to this genre and how they manifest themselves on this social network. This is because, in this space, work directed primarily at writing for the National High School Exam (ENEM) on a significant number of profiles is mainly based on a marketing and utilitarian logic, as we aim to expose throughout the research. Recognizing the social and political dimension of argumentative practice, as well as its capacity to promote the full exercise of citizenship, this type of teaching configuration can be seen as problematic at levels that transcend literacy practices. Regarding the theoretical-methodological approach, we chose to understand language from a discursive perspective and thus established dialogues between some principles of Argumentation through a neo-rhetorical, socio-discursive, and interactional approach, and Textual Linguistics. Based on the corpus, we focused on proposing reflections, mainly on a phenomenon of significant diffusion that has crystallized in the Brazilian educational reality of high school students: the offer of textual formulas, socio-cultural repertoires, and pre-formulated arguments, applicable to any writing theme offered, mainly by the ENEM. To substantiate the proposed discussion, we took as a starting point some guiding principles for teaching Argumentation and written productions in basic education, as well as the ENEM 2020 examiner's manual, within the guidelines of the Brazilian National Common Curricular Base (BNCC).