Produção textual e avaliação: um estudo a partir das dificuldades apresentadas por alunos do ensino médio em relação ao gênero redação do enem

Abstract

Textual production requires dedication, practice, and linguistic and cognitive skills to be carried out efficiently and appropriately in context. It also encompasses a range of elements and factors that need to be understood and organized. Thus, written text is constructed not only based on the actual, material, or concrete scenario, but also on what the writer of the text assumes about the plan of writing and reading. Therefore, the discourse genre is a fundamental category for analyzing language and communication. Knowledge about it is important for both producing and comprehending texts in different social contexts, as it helps guide the production and comprehension of texts in various communicative situations. With that said, our work aims to investigate the main difficulties presented by third-year high school students regarding the production of textual genres from the dialogical perspective of discourse. We also aim to discuss theoretical and methodological advancements in textual production classes and identify which aspects of the Enem essay genre require pedagogical intervention from the Portuguese language teacher. Our theoretical framework is based on renowned authors such as Bakhtin (1979), Marcuschi (2002, 2008), Antunes (2002, 2005, 2006), Costa Val (2005, 2007), Serafini (1998), Ruiz (2015), BNCC (2017), PNC+ (2000, 2002), among others. This is a study situated in the field of Applied Linguistics, with a quantitative and qualitative approach, explanatory in nature, conducted through documentary research and bibliographic research. The corpus was constituted based on the researcher's experience as a scholarship holder of the Project University in Debate: reading practices and textual production with a focus on ENEM - Edition 2022. Specifically, it includes the textual productions of the Enem essay genre carried out by the students, as well as a list of suggestions created by the fellow/researcher for classification evaluation purposes. Through the analysis of this research we gained a better understanding of the writing of students completing basic education, and we identified their main difficulties in relation to textual production. The majority of the students encountered problems with cohesion and coherence were unfamiliar with the concept of a thesis, lacked understanding of the phrasal topic, and made incomplete intervention proposals. Additionally, the results of this investigation demonstrated that some students left their texts incomplete as they were not familiar with the standardization of the Enem essay genre.