A importância da argumentação na obtenção da nota 1.000 no Enem

Abstract

The National Secondary Education Examination (ENEM), created in 1998, was born with the aim of revealing an overview of the reality of Basic Education in Brazil. Today, it aims to evaluate the performance of high school students and provide an indicator of the quality of education in the country. The Enem is composed of four objective tests, each with forty-five multiple-choice questions and also includes an essay, in which the student must produce a dissertation-argumentative text on a proposed topic. This academic work aims to analyze mainly the argumentation and structuring of four essays that obtained the maximum score in the exam, grade one thousand, with the purpose of verifying the argumentative quality and compliance with the different skills required in the exam's writing test, having as main reference the authors Charaudeau (2009) and Emediato (2004). Through a bibliographical review, the mechanisms that involve a good argument will be analyzed and a parallel will be built on how knowledge about the types of arguments and argumentative operators can influence students in obtaining a score of 1,000 in the Enem essay. Through this analysis, suggestions will be proposed for argumentative teaching to be more effective in school institutions. Through this study, it can be concluded that in the case of the Enem essays, the participant must use arguments in order to make his text persuasive.