Metodologias ativas e ferramentas digital e analógica no ensino de redação modelo ENEM : relato de experiência

Abstract

The teaching of text production in High School, especially with regard to the ENEM essay, constitutes a pedagogical challenge, as it involves the development of competencies related to argumentation, organization of ideas, mastery of the standard language variety, and the elaboration of a social intervention proposal, in addition to taking place in a context marked by strong evaluative pressure. In this scenario, active methodologies have been consolidated as pedagogical strategies capable of fostering student engagement, autonomy, and meaningful learning by promoting practices centered on student protagonism (Moran, 2019; Bacich & Moran, 2018). Thus, this study analyzes the application of active methodologies, in both digital and analog approaches, in the teaching of text production, based on a case study developed as an experience report in a public state school in Sergipe. The research was conducted with two 12th-grade High School classes, in which writing workshops aimed at reviewing the content required by the ENEM were implemented, using the Kahoot application as a digital resource and an analog board game designed for pedagogical purposes. Methodologically, the study is characterized as qualitative, with descriptive support, and is based on participant observation and the analysis of students’ participation and written productions. Data analysis is grounded in Vygotsky’s (1991) sociointeractionist perspective, considering the role of teacher mediation and social interactions in the learning process. The results indicate that both methodologies promoted engagement and meaningful learning, mobilizing distinct dynamics: the digital approach stood out for its dynamism and immediate participation, while the analog approach fostered reflection, collaboration, and student autonomy. It is concluded that active methodologies yield positive results in the teaching of text production, with their effectiveness depending on teacher mediation, class profiles, pedagogical objectives, and the school context.