Texto dissertativo-argumentativo: análises com base nas competências I e IV da matriz de avaliação da redação do ENEM

Abstract

Dissertative-argumentative text: analysis based on competencies I and IV of ENEM's composition evaluation matrix is the theme of this paper. A peculiar scenario in relation to ENEM's writing test was what drove the development of this research, focused on the formal difficulties that students have presented when writing argumentative-dissertative texts in the first year of high school. Therefore, the analyzed material presented here is based on recurring cases of deviations presented in competencies I, which assesses grammatical issues, spelling, syllabic separation, agreement, chronology, regency, parallelism, etc., and IV, responsible for the text structure, i.e., the presence of cohesive elements (connectives) throughout the texts produced according to the standard expected in ENEM. The argumentative path followed here seeks to understand the principles of text theory, to conceptualize the dissertative-argumentative text genre, to describe competencies I and IV of the evaluation matrix of the ENEM essay - which, as already mentioned, are focused on formal aspects of the candidate's written production - and, finally, to analyze some productions of dissertative-argumentative texts resulting from a proposal applied by the author in her first year high school classroom. The approach prioritized here is qualitative, of an interpretative, explanatory, and comparative nature, using literature review and case study analysis. As for the research procedures, we started with a bibliographic review interesting in grammar and textual studies, so that a look at the evolution of grammar studies based on textual linguistics proved to be fundamental. In this sense, grammar teaching was presented based on three moments: transphrastic analysis, text grammar and text theory. From then on, bridges with the teaching of Portuguese language started to be valued, mainly focusing on the production of argumentative essays, since they, today, are a textual genre widely spread in Portuguese classes and are of utmost importance for the access to universities. Therefore, it is important for the student to know how to produce a dissertation knowing that a satisfactory result in such an evaluation goes beyond the knowledge of the rules of the official language, because it requires an understanding that textual genres are social practices produced in different spheres of human activity