THE MECHANIZATION OF WRITTEN PRODUCTION IN THE WRITING OF THE NATIONAL HIGH SCHOOL EXAM (ENEM)

Abstract

This article seeks to reflect on the mechanisms used to evaluate argumentative textual production as a language activity in the National High School Exam. Consolidated in the positivist model because it is a paradigm that does not privilege the organization of autonomous thoughts but a directed production that is structured in a standard of qualification of its own, the evaluation of the writing of the ENEM is based on a classificatory character, being a pragmatic instrument for the attribution of grades and ranking of public and private education in Brazil. The methodology used follows a qualitative approach that is guided by the analysis of several documents made available by the Ministry of Education that deal with this evaluation process, as well as works that reflect on the writing of texts. The analyses demonstrate a mechanized examination devoid of dialogical purposes, not considering writing as a communicative principle or as an emancipatory form of expression.

Keywords: Evaluation. Dialogic writing. ENEM’s writing.