A poesia no ENEM: reflexões e perspectivas para a formação do leitor literário.

Abstract

The Exame Nacional do Ensino Médio (ENEM) is a reality in the teachers and students lives. Created in 1998 with the objective of evaluating the performance of the students at the end of the high school, searching to contribute for the improvement in the quality of this educational level, it starts from 2009 on being utilized as a tool of selection to the ingression in the higher education, thus having a series of methodological an political changes. The text now presented has as it object of study the ENEM’s questions that approaches the literary genre poetry, contained in the tests referent to the years of 2012 to 2016; and, the Reference Matrix, the guiding document of the questions approached by the exam. We attempted to analyze the poetry’s approach in the referred tests, in order to verify if this approach enables the reflection and criticism of the poetry’s literary reader. Our research has a documentary behavior that focuses on analyzing the ENEM’s questions of the years 2012 to 2016 and the Reference Matrix to the current exam. We will introduce, in this paper, with theoretical foundations, a brief reflection about the theoretical description of literature and poetry, based on the authors: Coutinho (2008); Souza (2007); Bamberger (1986); Candido (2011), among others, as well as a reflection about such concepts while object of teaching. Next, we will present some possibilities of approaching the poetry in the classroom, taking in consideration the necessity of methodological practice to assist the formative process of the literary reader substantiated in Petit (2009); Pinheiro (2007); Silva (2013) among others. Finally, we will analyze ten questions that cover the literary genre poetry, two of them being referred to each edition of the exam. As a result of the analysis, we identified that, based on the discussed theory and the ENEM’s Reference Matrix; the proposed questions of poetry’s analysis are presented as an efficient model in a certain way, as we verified, it presents contextualized questions that enables the students to put in practice the reading skills and competence to reflect, infer and relate. However, we also noticed some problematic questions, in which the text is utilized as a pretext to the approach of other contents. Then, mostly of the questions are presented as possibilities of reflection and criticism from the literary reader, revealing themselves as efficient tools to approaching the poetry on the educational context.