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LITERATURA E ENEM: IMPLICAÇÕES NO ENSINO MÉDIO

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Author(s): Gilsa Elaine Ribeiro Andrade

Journal: DLCV : Língua, Linguística & Literatura
ISSN 1679-6101

Volume: 8;
Issue: 2;
Start page: 139;
Date: 2011;
Original page

Keywords: Enem | Literature | High School

ABSTRACT
The history of Literature teaching, literary literacy, methodologies and assessment practices have a prominent place in academic environment, prompting extensive research in this area. In order to make reflections on the current role and place of literature referring to ENEM, this study will provide a brief course about the literary history in Brazilian education, its methodology and different concepts from the sixteenth century to the present days based on Souza (1999), Razzini (2002), Abreu (2003) and authors such as Zilberman (2005) and Barbosa (2010), aiming to observe the place that Literature occupies in High School when this evaluation process is inserted all over the national territory . To illustrate our discussion, we will also analyze some Enem questions, noting the implications of its documents, contents, reference matrices and high school assessment tests, pointing out contradictions and innovations in its project in relation to Literature.
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