Literature and literacy in literary ENEM: contributions to the debate in high school

Abstract

This paper aims to reflect on the relationship between literature and the literary literacy in the National Secondary Education Examination (Enem). Created in 1998 by the National Institute of Educational Studies Teixeira (INEP), the Enem serving since 2009 as a way of admission to higher education as well as pre-requisite for access to various comprehensive programs, including the University Program All (Prouni) and the unified selection system (Sisu). The Enem reached in 2014 about eight (8) million subscribers and, given this context, it is emphasized the interest of researchers, teachers and high school students on the exam. To contribute to the debate about the concepts, limits and possibilities involved in the relationship between literature and the literary literacy in Enem, the proposal of the following research question: the literature of skills expressed in the reference matrix of Enem and charged in proof of items represent progress or setbacks for literature teaching in basic education? To achieve this question and work plan, the goal is theoretical contribution by contributions from authors like Alavarse (2013), Barbosa (2015), Cosson (2009), Halladyna and Steven (1989), Soares Araujo (2013) , Tatagiba (2014), Tatagiba and Catalani (2015), Vianna (2003), Soares (2014). The methodology of qualitative interpretative approach adopted documentary analysis procedures. It is confronted and analyzed the reference matrix of Enem (Brazil, 2009), the skills that relate to literature. Among the preliminary results of this work highlights the need for further research on the retroactive effect of Enem in the formation of literary education in Brazil today.