The didactic model, the didactic sequence of the ENEM essay and the dyad between them

Abstract

The general aim of this doctoral research is to problematize the relationship between the Enem essays that achieve top marks and the essay proposal that students receive in the Candidate's Booklet offered by the National Institute of Education and Research (INEP). Our theoretical contribution is the theoretical framework and analysis procedures proposed by Sociodiscursive Interactionism (SID), presented by Bronckart (1999, 2003, 2006, 2008, 2010), as well as studies on Didactic Sequences (DS) by Dolz and Schneuwly (2004/2012) on the use of textual genres as teaching-learning tools. Through a mini-course, a DS was applied, in 2020, to students who were preparing to pass the Enem writing test, via print or digital during the global pandemic context with Covid-19.This mini-course provided us with data to (re)conduct the research. We also held an online lecture presenting the history of Enem, its context and the skills that are assessed, especially in the essay. With new data and more specifically, the difficulty reported by students during the lecture in making a good argument, we directed our actions to the analysis of thirty essays that scored a thousand in the period between 2017 and 2020. These analyses are still being investigated, but we can already infer that students have difficulties in making arguments based on the theme proposed in the Enem essay. At the moment, we are working on a didactic model that more effectively addresses the gaps that prevent students (in 2022 there were only 22 students) from achieving Enem's top score, considering its current relevance and importance as a gateway to higher education.

DOI:https://doi.org/10.56238/sevenIIImulti2023-174