O uso da aprendizagem baseada em problemas na formação de redatores do exame nacional do ensino médio

Abstract

This study aims at the development and analysis of an educational product in the light of active methodologies of learning as tools that enhance the teaching-learning process, especially in writing practices. The proposal is based on the importance of contextualized teaching, especially in conditions that encourage students to overcome difficulties, since they are unable to successfully develop language skills, argumentation and express ideas clearly. As a consequence in the last editions of ENEM (National High School Exam), the average of the essays remained between 500 and 590, which for some universities is lower than that required for admission. As a theoretical instrument, assumptions of Dolz, Gagnon and Decândio (2010) to address the writing process; Munhoz (2019) to address the study of Problem-Based Learning and the ENEM Participant's Primer, which is composed of complementary material that explains the assessment criteria of the essay test. Throughout the research, the scarcity of authentic didactic materials focused on the teaching of the dissertative-argumentative genre mediated by the use of Problem-Based Learning was evidenced, and finally we concluded that the pedagogical product developed is of relevance in the teaching-learning process of textual productions mediated by Problem-Based Learning, since it proposes activities that are easy to understand and that provide a reflective theoretical contribution to the student.