Reading as A Social Practice and The Texts in ENEM Composition: Prerogatives for The Expected Performance on Competence Five

Abstract

The present research focuses on analyzing the relationship between the social practice of reading, the text-motivators and the performance achieved by ENEM participants on competence 5. For this purpose, this research was based on data from the pedagogical reports published by INEP, in the period between 2000 and 2008, which provided the data concerning the social practices of reading, as well as the performance of participants on competence 5. In addition, we selected text-motivators found in notebooks of the ENEM exam in the same period. A brief history about the literacy studies and the theory of the speech genres constitute the reference work. We also observed that the preparation, the implementation and the evaluation are made by the Government. Therefore, we proceeded with the analysis of what the documents of Basic Education in Brazil establish, in order to relate them to the theoretical reference. Through the literacy theories and the speech genres, we aim to analyze whether a relation is possible between reading social practice, texts-motivators and the performance at competence 5. This study provides a glimpse of how school literacy events and literacy practices are far away, to some extent, from literacy events required socially, perpetuating the social differences.