Práticas de letramento no ensino médio: construindo espaços de crítica na preparação para o ENEM

Abstract

This paper is an action research within the field of Applied Linguistics and its general objective is to analyze how high school graduates appropriate writing in literacy events during the preparation for ENEM. Given the perspective of promoting classroom literacy actions in this research, the specific objectives are: to identify how high school students understand the writing determinations established for the ENEM essay test; promote classroom literacy actions contributing to the formation of critical subjects that broaden the exam writing perspective. The study was conducted in a class of third year high school students, in a state school system, located in Rio Largo, Alagoas. From the perspective of literacy the text is considered a unit of meaning, that is, the words used are attributed of ideological meaning to what is meant. The main theoretical bases that underlie our reflections come from the literacy studies developed by Street (1984, 2003, 2014) and Kleiman (1995, 1998, 2006, 2007, 2008, 2010).The analysis of the research data allowed the verification of a scenario that has autonomous literacy dominance among the students, as well as permeated the teaching practices of the researcher teacher. The ENEM selection exam has contributed to autonomous conceptions of language, which permeate the sayings and reflections that students perform in order to meet the imposed writing perspectives. The realization of this reality requires a more analytical look, which considers not only the student, but also the social environment that enables this type of conception as to the uses that can be made of the Portuguese language, both in the classroom and outside it. It is argued here that it is the school's role to contemplate the diverse cultural contexts and value the literacy of students in the different social spheres in which they participate. It is important to work with the dominant and socially valued forms of literacy, but it should not be overlooked that autonomous literacy is not the only one that can be worked on in the school environment. It is necessary to cross the barriers that prevent work with ideological literacy. This way, students will come to believe that their literacy can also be accepted and reflective in the classroom. Portuguese language classes need to deconstruct the view and understanding that working with language is univocal. It is urgently necessary to value and recognize the different forms of literacy within the school environment, for the construction of emancipatory visions of the uses that take place about the Portuguese Language.