LITERACY SENSES: WRITING IN VESTIBULAR (ENTRANCE EXAMS)

Abstract

The aim of this paper is to pose a reflection on explicit or underlying literacy practices in a literacy event such as the Brazilian university entrance exams (vestibular) using, as an object of study, the essays written during that event. We aim to understand the educated writing culture, or Brazilian literacy, in its very extreme, that is, the end of High School, based on Bakhtin’s theory of enunciation. Despite pedagogical measures focused on elaborate (argumentative) writing in view of college assessment exams and ENEM (National High School Exam), we know how unsatisfactory its results still are, in terms of the school literacy practices, which still remains to be sufficiently reflected on. It is also worth highlighting that we understand writing (school writing) more as a set of social practices than as a set of skills alone.