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This article aims to survey academic research that work on the pedagogical practice of ENEM Writing, in order to verify trends, recurrences and gaps in this segment, making it possible to verify a path for new researches to be developed or revisited in a different approach or even updated due to changes over time. It is a qualitative research, State of Knowledge modality according to ROMANOWSKI and ENS (2006), FRANCO and GHEDIN (2008) and ROMANOWSKI and VOSGERAU (2014). The analyzed corpus was the Brazilian productions extracted from Biblioteca Brasileira Digital de Teses e Dissertações (BDTD) or Brazilian Digital Library of Theses and Dissertations without a time marker to delimit the search, considering that the ENEM appeared in 1999. Two categories were created in accordance with the objective: Pedagogical Practice and Normative Principles on Writing Teaching and, when necessary, we develop subcategories. The study points out the concentration of productions in the Southeast region of the country and the interest of researchers in the pedagogical practice of teaching ENEM Writing, either because of the emphasis on the subject due to the external exam, or because it works as a tool for getting into higher education. The fact is that the results point to the need for more research on this topic, especially about the use of technologies in the teaching of writing and in this context of pandemic transition with remote classes, in which such resources gain more evidence and practice requires new guidelines. [ABSTRACT FROM AUTHOR]

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Copyright of Eccos - Revista Científica is the property of Eccos - Revista Científica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study is a result of the systematization of research data of qualitative approach, research-teaching modality, Martins (2009), with contribution in the conception of theory as an expression of the practice. It is oriented by the collective systematization of knowledge and its general goal is to contribute to the pedagogical practices of High School Physics teachers and propose the collective systematization of knowledge as a methodological alternative for this discipline. This research-teaching, whose emphasis is on bringing a contribution to the research subjects during its realization, has as a central research problem the following question: "During the process of collective systematization of knowledge, in reference to the student study practices, which contributions can arise to intervene and provoke critical reflections that make it possible to transform the practices of physics teachers in high school?". On this thought, students from the third year of high school as participants of the research worked on their individual and group practices in a High School in the city of Curitiba. Pedagogical activities developed with emphasis on the subjects' voices served as parameters for the analysis of the practice of study itself with the generation of clues for interventions in the form of transformations of teaching practices. The experience had as the main focus the experience of the students who participated of the research and their study practices in front of them. The data showed the possibility of a new structure for the practices of this discipline in High School. [ABSTRACT FROM AUTHOR]