Resumo

COSTA, Mireile Pacheco França; MARTINS, Pura Lúcia Oliver  e  PEREIRA, Cléo Mann. PEDAGOGICAL PRACTICE IN ENEM WRITING TEACHING: THE STATE OF KNOWLEDGE. Eccos Rev. Cient. [online]. 2023, n.64, e22280.  Epub 12-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n64.22280.

This article aims to survey academic research that work on the pedagogical practice of ENEM Writing, in order to verify trends, recurrences and gaps in this segment, making it possible to verify a path for new researches to be developed or revisited in a different approach or even updated due to changes over time. It is a qualitative research, State of Knowledge modality according to ROMANOWSKI and ENS (2006), FRANCO and GHEDIN (2008) and ROMANOWSKI and VOSGERAU (2014). The analyzed corpus was the Brazilian productions extracted from Biblioteca Brasileira Digital de Teses e Dissertações (BDTD) or Brazilian Digital Library of Theses and Dissertations without a time marker to delimit the search, considering that the ENEM appeared in 1999. Two categories were created in accordance with the objective: Pedagogical Practice and Normative Principles on Writing Teaching and, when necessary, we develop subcategories. The study points out the concentration of productions in the Southeast region of the country and the interest of researchers in the pedagogical practice of teaching ENEM Writing, either because of the emphasis on the subject due to the external exam, or because it works as a tool for getting into higher education. The fact is that the results point to the need for more research on this topic, especially about the use of technologies in the teaching of writing and in this context of pandemic transition with remote classes, in which such resources gain more evidence and practice requires new guidelines.

Palavras-chave : Pedagogical practice; ENEM writing; high school; state of knowledge..

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