Representações sociais de alunos acerca da redação do ENEM: práticas de ensino de escrita do Instituto Federal do Paraná.

Abstract

The writing of ENEM is a challenge to be faced by high school graduates. And in the federal education network, it is concerned with the formation of critical and reflective citizens, providing students with all possible tools to enter higher education. In this study, we discuss the partial results of a survey that aims to analyze social representations that high school students, from a campus of the Federal Institute of Paraná (IFPR), produce about the writing of ENEM. The theoretical basis is based on the Dialogical Theory of Discourse and the Theory of Social Representations. Methodologically, it is a qualitative study, inserted in the field of Applied Linguistics. The corpus was generated from a focus group type interview, questionnaire and field diary notes. The results indicate two social representations about the writing: (i) there are magic formulas that ensure success in writing ENEM; (ii) that the writing of ENEM is a punishment.