Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test

Abstract

This article aims to identify evidence on how the teacher teaching conception impacts student learning, especially with regard to work with skills assessed in ENEM, an important student writing assessment exam at the end of Brazilian basic education. For this purpose, we analyze the documents of the precedent environment of the teaching practice and the written production of students from a 3rd year High School class at a state school in Florianópolis (Santa Catarina/ Brazil). The texts were analyzed based on a chart designed specifically for this purpose, based on Dolz, Gagnon and Decândio (2010). The results suggest approximations and distances among the different prescriptions analyzed, particularly in relation to the comprehension of writing, causing a retroactive effect on the teaching writing. This effect reverberates in the production of students. We understand that the teaching writing based on real language use situations, as proposed in the official documents for Brazilian high school, would enable the graduating students of basic education to take the floor to respond to the request for exams that require this knowledge without need to be “trained” specifically for this, practice still existing in our educational context.