Perspectiva interdisciplinar de prática pedagógica com o gênero texto dissertativo-argumentativo do ENEM

Abstract

In this work, I propose an interdisciplinary pedagogical approach for teaching and producing the essay-argumentative text genre for the National High School Exam (Enem). The guiding question was: How to contribute with theoretical reflections and methodological guidelines with teachers, associating principles of Text Genre Theory, Argumentative Semantics and Interdisciplinarity, using the concept of interdisciplinary argumentation, so that students can develop argumentative skills to write a satisfactory text for Enem? The study is anchored in the conceptual assumptions of Textual Linguistics – such as the socio-interactionist conception of language, text, textual genre, discursive domain and textual type –, Argumentative Semantics – the concept of socio-discursive biases in approaching the topic – and the notion of interdisciplinarity. The specific objectives of the research are: to discuss the concepts of textual genre, discursive domain and their relationships with the specificities of the Enem dissertation-argumentative text; demonstrate the importance of solid interdisciplinary argumentation to be successful in preparing the Enem essay; describe the process of applying the educational product; analyze the results of the application; provide professional colleagues with teaching support – educational product (Appendix B) –, bringing reflections and activities that address what the available teaching materials do not address.The field research took place in a public school in the state network with third-year high school students in the city of Londrina, Paraná. In the course of the work, I specify the educational product entitled “Interdisciplinary study project on the Enem dissertation-argumentative text”, with the aim of collaborating with teaching practice with regard to textual production for the Enem. The process of applying the educational product involved a group of twelve students in four face-to-face meetings and the collaboration of teachers from different disciplines. Students received specific guidance and were encouraged to produce texts that articulated these different areas, following the Enem guidelines and criteria. The qualitative analysis of the application results revealed significant improvements in the students' writing skills, as well as the interdisciplinary approach contributed to a better understanding of the proposed themes and to the elaboration of more robust arguments. Of the total of twelve students, eight employed new socio-discursive biases in re-elaborating their texts, enhancing understanding and the importance of interdisciplinary argumentation in the textual genre requested in the Enem essay. Students reported having acquired greater preparation and confidence in taking the Enem writing test, demonstrating the success of the educational product applied.