PERSPECTIVES ON TEXT PRODUCTION IN THE NATIONAL COMMON CURRICULAR BASE FOR HIGH SCHOOL AND THE RELATIONSHIP BETWEEN THE WRITING COMPETENCIES OF THE ENEM (NATIONAL HIGH SCHOOL EXAM)

Abstract

This work uses as its corpus the National Common Curricular Base (BNCC) for High School, a normative document that guides and defines the learning and development rights of students in Basic Education in Brazil. According to Sacristán (2019), national curricula fulfill the function of socially legitimizing school knowledge, establishing common parameters for all individuals who attend school. Thus, the BNCC not only organizes pedagogical work but also contributes to the broader debate about the role of education in a society marked by historical inequalities.

The BNCC is structured around competencies and skills to be developed from Early Childhood Education to High School, ensuring continuity between the stages of schooling. Previous documents, such as the National Curricular Parameters (BRAZIL, 1997; 1998), the PCN+ (2002), and the Curricular Guidelines for High School (BRAZIL, 2006), also played this role of guiding teaching practice. However, as Libâneo (2013) points out, Brazilian curricular reforms reflect both social demands and political interests, which requires a critical analysis of their objectives and impacts.

The BNCC (National Common Core Curriculum), foreseen in the 1988 Federal Constitution, the 1996 LDB (Law of Directives and Bases of National Education), and the National Education Plan (2014), represents an educational policy that seeks to articulate and integrate Brazilian education. Specifically in the field of Portuguese Language, its function is to indicate competencies focused on reading, interpretation, and text production. These competencies interact with other public policies, such as the National High School Examination (ENEM), which, since 1998, has consolidated itself as one of the main instruments of educational assessment in the country (INEP, 2019).

Therefore, the research problem guiding this work is: How does the BNCC for High School guide the development of text production skills, and to what extent do these guidelines align with the competencies required in the ENEM essay?

OBJECTIVES
GENERAL OBJECTIVE

To analyze the relationship between the guidelines of the National Common Core Curriculum for High School and the writing skills required by the National High School Exam (ENEM), focusing on preparing students for the development of argumentative and textual skills.

1.1.2 SPECIFIC OBJECTIVES:

- To investigate the BNCC guidelines on text production in High School;

- To analyze the specific writing skills of the ENEM and its evaluation criteria;

- To compare the BNCC guidelines with the exam requirements, identifying points of alignment and gaps;

- To propose recommendations that favor the integration between the skills foreseen in the BNCC and the skills required in the writing test.

The relevance of this research is justified by the low performance of candidates in the ENEM writing test, in which, annually, only a small percentage achieve the maximum score, despite the large number of participants (more than three million according to INEP data). This reality highlights challenges to the effective implementation of the BNCC (National Common Core Curriculum) proposals in school practice, especially regarding the teaching of text production. Furthermore, as Saviani (2018) argues, schools must guarantee not only access but also effective mastery of the content and skills necessary for the critical formation of students, making it urgent to reflect on the articulation between curriculum and assessment.

This work is organized into four chapters. The first presents the central concepts of "competence," "skill," and "text production," as well as a review of the curricular documents that preceded the BNCC. The second chapter analyzes the BNCC in the context of secondary education and the impacts resulting from the changes proposed by the New Secondary Education. The third discusses the most recent educational policies and their implications for the future of this stage of schooling. Finally, the fourth chapter cross-references the BNCC guidelines with the competencies required in the ENEM (National High School Exam) essay, based on examples of textual productions, in order to assess the extent to which curricular policy contributes to the formation of students capable of producing high-quality argumentative texts.