Sociodiscursive imaginaries of digital influencers in the writing teaching for the brazilian national secondary education examination (Enem) ; Os imaginários sociodiscursivos do ensino de escrita da redação do Enem de influenciadores digitais

Technological advances have given rise to the creation of new spaces for the dissemination of knowledge. Thus, discourses regarding the teaching of writing began to circulate on digital platforms in order to propagate knowledge related to the writing of the Enem essay. Having this in mind, the aim of this study is to delineate the sociodiscursive imaginaries that underpin digital influencers' teaching of Enem essay writing, considering the offer of the learning process as a cultural commodity. For this purpose, a qualitative and explanatory approach is used, based on Discourse Analysis from French perspective, mostly based on Charaudeau (2017), with contributions from the concept of Cultural Commodity from Critical Theory. As a corpus, three videos were selected, using as criteria the largest number of views on YouTube and the search keyword "redação Enem" (Enem essay). The analyses point to a movement of expertise-related knowledge that, when woven, mixes the theory on writing discursive texts with the Inep manual, as well as with each influencer's own experiences with the Enem discursive test. This vague proposal for teaching writing reveals an objectification of the act of writing, transforming it into a product to be marketed to the extent that, from empirical experience, influencers demonstrate their own success in the Enem test. ; O avanço tecnológico proporcionou a criação de novos espaços de divulgação do conhecimento. Logo, discursos voltados para o ensino de escrita começaram a circular em plataformas digitais com o intuito de propagar conhecimentos relativos à escrita da redação do Enem. A partir disso, o objetivo deste estudo é delinear os imaginários sociodiscursivos que alicerçam o ensino de escrita da redação do Enem de influenciadores digitais, considerando a oferta da aprendizagem como uma mercadoria cultural. Para isso, utiliza-se uma abordagem qualitativa e explicativa, baseando-se na Análise do Discurso, de perspectiva francesa, sobretudo a partir de Charaudeau (2017), com contribuições ...