A redação do ENEM como mecanismo de política linguística: um estudo dos discursos dos professores

Abstract

The National Secondary Education Examination, know in Brazil as ENEM, is a large scale assessment, instituted in Brazil in 1998 by National Institute of Studies and Research Anísio Teixeira (INEP) – an organization related to Brazilian Ministry of Education (MEC). Considering the importance of this exam in the Brazilian context, either by the increasing number of candidates, or due the fact it is the main way to access higher education, or connected to other government policies, the present work aims to investigate how ENEM’s essay, understood as an instrument of language policy, influences the decisions on teaching textual production, embraced as language policies in the educational space. We adopted the perspective of language policy developed by Shohamy (2006) who understands it as a construct based on the notion of implicit or explicit mechanisms or devices that create, perpetuate and affect the language policies in a given society. To reach this goal outlined, we conducted semi-structured interviews with five teachers from a public school in João Pessoa’s city. From a descriptive-interpretative approach, we raise evidence that ENEM’s essay is a powerful mechanism capable of influencing the actual language policies embodied in teacher’s planning, in the elaboration of teaching material, in the routine of essay’s writing, among others.