NASCIMENTO, José Gregório Assis do.
Resumo:
The inclusion of the National High School Examination as a pedagogical instrument
evaluation of the quality of teaching in Brazilian schools, has increasingly grown
student performance and their interdisciplinary worldview about
high school learning methodologies and practices. One of the approaches
which differ most in terms of their didactic proposal is undoubtedly the perception
high school students in relation to textual genres, which encompass a
Enem's range of questions. These measure understanding and at the same time
the connection between what is demanded and the practices developed in spaces
thus seeking to highlight the level of understanding of the students
about textual genres. In this sense, the present study aims at
understand the pedagogical work with textual genres in the context of
Medium, in accordance with the Language and Codes proof perspective and
Technologies required by ENEM. The theoretical contributions used here are
mainly based on the studies by Marcuschi (2010), Travaglia (2002),
PCN (1998), Brazil (2012), Koch (2004), Lajolo (2004) and Lopes-Rossi (2004). For
Therefore, a qualitative bibliographical research was developed, with a
exploratory bias through the selection and reading of scientific findings, as well as
documents made available on search and online search platforms (Scielo and
Scholar), and other query sources. Thus, we used the
chronic gender to make inferences about the deficiencies presented by the
regarding the structure, competence and ability of the gender and,
above all his knowledge of the world in the proof of language, codes and his
Technologies (LCT). At this juncture, despite significant advances in the
area of languages and codes in Brazilian schools and in ENEM, focusing on the
textual genres, there are still weaknesses in many educational contexts
teaching-learning models, showing that the challenge is contextual and
reflects the problems and deficiencies within some school units.
