{"id":{"repo_id":"brazil-ufrn","oai_identifier":"oai:repositorio.ufrn.br:123456789/20275"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufrn/oai:repositorio.ufrn.br:123456789/20275","repository":{"repo_id":"brazil-ufrn","name":"Brazil UFRN","base_url":"https://repositorio.ufrn.br/server/oai/request"},"display":{"title":"Argumentação em foco: a perspectiva de avaliação do ENEM","abstract":"Nowadays ENEM is the main large-scale evaluation instrument of Brazilian education. Universities also often use it in order to select their candidates. Reading exam seeks to evaluate student’s capacity of producing argumentative and dissertation prose writing about a social, scientific, cultural or political theme. This paper is located in this context: we want to discuss the evaluation of ENEM’s Writing Exam argumentation. Our startpoint is presuppose that the capacity to develop a well-argued text evaluation goes through several specific skills, which cover different aspects of what is understood about argumentation process. Therefore, considering argumentation as an object of different theoretical approaches and covers different concepts, we intend to verify not only the approaches, but also subjacent concepts and how they were converted into skills and competences established on the ENEM Writing Exam’s matrix of correction. With regard to the nature, it is a theoretical paper, in other words, we intend to offer only a discussion about the theme, not necessarily offering a practical application. Concerning to the goals, it has an exploratory character as we intend to offer a problem treatment, in order to make it more explicit and them construct some hypotheses. In these terms, we surveyed some theoretical approaches about argumentation and presented three conceptions: rhetorical argumentation, textual argumentation and linguistics argumentation. At next, we analyzed the participant’s guide (ENEM’s 2013 Writing Exam ) and how each one of these conceptions are mobilized in the writing evaluation, beginning from how they are considered on the description of competences and skills up to used on correction. This analysis shows that is not assumed a very well established theoretical base, which can contribute to a certain fragility on the Writing Exam evaluation process.","abstract_html":"Nowadays ENEM is the main large-scale evaluation instrument of Brazilian education. Universities also often use it in order to select their candidates. Reading exam seeks to evaluate student’s capacity of producing argumentative and dissertation prose writing about a social, scientific, cultural or political theme. This paper is located in this context: we want to discuss the evaluation of ENEM’s Writing Exam argumentation. Our startpoint is presuppose that the capacity to develop a well-argued text evaluation goes through several specific skills, which cover different aspects of what is understood about argumentation process. Therefore, considering argumentation as an object of different theoretical approaches and covers different concepts, we intend to verify not only the approaches, but also subjacent concepts and how they were converted into skills and competences established on the ENEM Writing Exam’s matrix of correction. With regard to the nature, it is a theoretical paper, in other words, we intend to offer only a discussion about the theme, not necessarily offering a practical application. Concerning to the goals, it has an exploratory character as we intend to offer a problem treatment, in order to make it more explicit and them construct some hypotheses. In these terms, we surveyed some theoretical approaches about argumentation and presented three conceptions: rhetorical argumentation, textual argumentation and linguistics argumentation. At next, we analyzed the participant’s guide (ENEM’s 2013 Writing Exam ) and how each one of these conceptions are mobilized in the writing evaluation, beginning from how they are considered on the description of competences and skills up to used on correction. This analysis shows that is not assumed a very well established theoretical base, which can contribute to a certain fragility on the Writing Exam evaluation process.","abstract_has_math":false,"creators":["Cortez, Joilza Xavier"],"institution":"Universidade Federal do Rio Grande do Norte","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Pinheiro, Clemilton Lopes"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-08-21","date_published":"2015-08-21","updated_at":"2026-07-24T01:20:51Z","subjects":["Argumentação","Avaliação","ENEM"],"languages":["por"],"rights":["Acesso Aberto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufrn.br/jspui/handle/123456789/20275","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Pinheiro, Clemilton Lopes"]},{"key":"dc:creator","label":"Author","values":["Cortez, Joilza Xavier"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-04-25T20:08:06Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-25T20:08:06Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-08-21"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal do Rio Grande do Norte"]},{"key":"dc:type","label":"Dc Type","values":["masterThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Argumentação","Avaliação","ENEM"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["por"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso Aberto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufrn.br/jspui/handle/123456789/20275"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Nowadays ENEM is the main large-scale evaluation instrument of Brazilian education. Universities also often use it in order to select their candidates. Reading exam seeks to evaluate student’s capacity of producing argumentative and dissertation prose writing about a social, scientific, cultural or political theme. This paper is located in this context: we want to discuss the evaluation of ENEM’s Writing Exam argumentation. Our startpoint is presuppose that the capacity to develop a well-argued text evaluation goes through several specific skills, which cover different aspects of what is understood about argumentation process. Therefore, considering argumentation as an object of different theoretical approaches and covers different concepts, we intend to verify not only the approaches, but also subjacent concepts and how they were converted into skills and competences established on the ENEM Writing Exam’s matrix of correction. With regard to the nature, it is a theoretical paper, in other words, we intend to offer only a discussion about the theme, not necessarily offering a practical application. Concerning to the goals, it has an exploratory character as we intend to offer a problem treatment, in order to make it more explicit and them construct some hypotheses. In these terms, we surveyed some theoretical approaches about argumentation and presented three conceptions: rhetorical argumentation, textual argumentation and linguistics argumentation. At next, we analyzed the participant’s guide (ENEM’s 2013 Writing Exam ) and how each one of these conceptions are mobilized in the writing evaluation, beginning from how they are considered on the description of competences and skills up to used on correction. This analysis shows that is not assumed a very well established theoretical base, which can contribute to a certain fragility on the Writing Exam evaluation process."]},{"key":"dc:title","label":"Title","values":["Argumentação em foco: a perspectiva de avaliação do ENEM"]}]}],"canonical_facts":{"dc:contributor.advisor":["Pinheiro, Clemilton Lopes"],"dc:creator":["Cortez, Joilza Xavier"],"dc:date.accessioned":["2016-04-25T20:08:06Z"],"dc:date.available":["2016-04-25T20:08:06Z"],"dc:date.issued":["2015-08-21"],"dc:description.abstract":["Nowadays ENEM is the main large-scale evaluation instrument of Brazilian education. Universities also often use it in order to select their candidates. Reading exam seeks to evaluate student’s capacity of producing argumentative and dissertation prose writing about a social, scientific, cultural or political theme. This paper is located in this context: we want to discuss the evaluation of ENEM’s Writing Exam argumentation. Our startpoint is presuppose that the capacity to develop a well-argued text evaluation goes through several specific skills, which cover different aspects of what is understood about argumentation process. Therefore, considering argumentation as an object of different theoretical approaches and covers different concepts, we intend to verify not only the approaches, but also subjacent concepts and how they were converted into skills and competences established on the ENEM Writing Exam’s matrix of correction. With regard to the nature, it is a theoretical paper, in other words, we intend to offer only a discussion about the theme, not necessarily offering a practical application. Concerning to the goals, it has an exploratory character as we intend to offer a problem treatment, in order to make it more explicit and them construct some hypotheses. In these terms, we surveyed some theoretical approaches about argumentation and presented three conceptions: rhetorical argumentation, textual argumentation and linguistics argumentation. At next, we analyzed the participant’s guide (ENEM’s 2013 Writing Exam ) and how each one of these conceptions are mobilized in the writing evaluation, beginning from how they are considered on the description of competences and skills up to used on correction. This analysis shows that is not assumed a very well established theoretical base, which can contribute to a certain fragility on the Writing Exam evaluation process."],"dc:identifier.uri":["https://repositorio.ufrn.br/jspui/handle/123456789/20275"],"dc:language.iso":["por"],"dc:publisher":["Universidade Federal do Rio Grande do Norte"],"dc:rights":["Acesso Aberto"],"dc:subject":["Argumentação","Avaliação","ENEM"],"dc:title":["Argumentação em foco: a perspectiva de avaliação do ENEM"],"dc:type":["masterThesis"]},"updated_at":"2026-07-24T01:20:51Z"}