THE WRITING OF THE ENEM ESSAY BY A HAITIAN STUDENT: MOBILIZING THE SIGNIFICATION CAPACITIES

ABSTRACT In this article, we analyze records generated in a study within the context of the Pró-Imigrantes project, which aims to offer free preparatory classes for the Exame Nacional do Ensino Médio (Enem) to refugees and other potentially vulnerable immigrants who reside in Belo Horizonte (MG) and in its metropolitan area. Specifically, we analyze three text productions of the Enem essay elaborated by a Haitian student who speaks Portuguese as an additional language. In the analysis, we focus on the mobilization of the signification capacities (CRISTOVÃO; STUTZ, 2011) in the process of argument construction. This classroom action research is based on the theoretical framework of Socio-discursive Interactionism (BRONCKART, 1999), on the construct of language capacities (DOLZ; PASQUIER; BRONCKART, 1993), on the concept of didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2011), and on notions about the Enem essay (BRASIL, 2016; OLIVEIRA, 2019). The analysis shows that, by mobilizing the signification capacities, developed during the implementation of the didactic sequence, the student strengthened her arguments considerably in the text productions. The discussions about the results obtained also contribute to the area of Portuguese as a Welcoming Language.