Estudo do desempenho de candidatos à UFRN na prova de redação do Enem no período de 2013 a 2016

Abstract

In the National High School Exam (Enem), the production of written texts is evaluated in a writing test, which has shown poor student performance. Thus, the results of this national exam may provide relevant information to critically reflect on the teaching and learning processes of argumentative text production during high school. Our study aims to characterize the difficulties encountered by students in the production of an argumentative text based on the score obtained in the ENEM writing test, on the results found by researchers in relation to the aspects evaluated in the reference matrix used to correct it, and on theorists who discuss problems related to textual production in schools. As for the methodology adopted, it is a descriptive research, in which we assume a perspective that dialectically combines the quantitative and qualitative dimensions of research based on dialectical philosophy. Our corpus consists of data obtained from INEP microdata and reorganized by the Statistics Department of the UFRN's Permanent Examination Center, published in the Student Life Observatory (OVEU), from which we analyze student performance. We adopted as a theoretical basis Vygotsky's view of the relationship between thought and language, the broader text conception adopted by textual linguistics, the notion of textual genre, the argumentative type and some aspects related to argumentation. The results show that students still have some difficulties in writing argumentative text. We found that there is a need for more intensive work in the classroom regarding the production of argumentative texts and, therefore, we suggest teacher training that contributes to teacher development and enables teachers to work with this textual type in the school environment.