A escrita no Ensino Médio: o delinear dos imaginários sociodiscursivos da redação do Enem

Abstract

The delineation of sociodiscursive imaginaries takes place based on the way subjects apprehend the world through the engendering of social representations. Thus, the Enem essay imprints representations on the subjects, and such representations will be conveyed based on discourses belonging to distinct groups that are involved with this object. Thus, the overall objective of this research is to analyse the construction of sociodiscursive imaginaries that surround the teaching process of writing the Enem essay, based on the discourse of Portuguese teachers, secondary school students, and digital influencers who address said theme, outlining how these imaginaries reverberate through the writing practice of secondary school students. In this sense, as specific objectives, we seek to i) delineate the sociodiscursive imaginaries regarding the Enem essay, constructed by Portuguese language teachers, from public and private schools, in order to understand the relationship established between beliefs and knowledge in the teachers' discourse about how to teach writing; ii) to delineate the sociodiscursive imaginaries regarding the Enem essay constructed by public and private students, so as to highlight how such imaginaries have repercussions in the students' writing process and iii) to analyse the sociodiscursive imaginaries that underpin digital influencers' teaching of writing of the Enem essay, considering the offer of learning as a fetishised cultural commodity. To analyse the discourses of these three instances mentioned, a descriptive qualitative approach will be used, based on the theories of the French school of Discourse Analysis, with Patrick Charaudeau (2016, 2017, 2018, 2020) and Dominique Maingueneau (2008, 2012) as the main names. As a data generation tool, we use online questionnaires and videos of digital influencers that will enable the formation of corpora that are relevant for the delineation of these imaginaries. This research is justified by the importance of knowing what the agents that surround the process of teaching writing in Basic Education think about the Enem essay. Furthermore, it is known that ways of seeing engender ways of acting. Therefore, outlining knowledge about writing can later reverberate in a more effective work in Basic Education. Finally, we observed that the teaching of writing is permeated by several types of knowledge, which constitute imaginaries based on a teaching of writing focused only on Enem. This excessive prototypicality leads to the search for successful moulds disseminated on digital platforms, as well as modifying the classroom practice of teachers to those same moulds. Moreover, students are also compelled to consume these moulds and formats of success, since there is a need for these students to get a score above 800 on the Enem essay.