Enem end Critical literacies in Spanish classes - discussing resignification and construction of meanings

Sep 6, 2026

Upload by Sarah

This article discusses critical literacies and proposes a way to re-signify Enem items in Spanish classes, aligning the proposal with critical literacies as a theoretical perspective present in national and international research and educational practices. The study argues that such an approach expands classroom perspectives by enabling (re)construction of meanings through valuing students’ perceptions as they engage with multimodalities. The qualitative research uses interpretive procedures, grounded in authors such as Duboc, Monte Mór, and Street. Results indicate the feasibility of re-signifying Spanish teaching by addressing classroom gaps and proposing staged actions: contextualization, heterogeneity, subjectivity, and multiplicity of meanings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Relationships between Enem and critical literacy theories

Overview and objectives of Enem

Inclusion of foreign language tests (Spanish and English)

ENEM END CRITICAL LITERACIES IN SPANISH CLASSES: DISCUSSING RESIGNIFICATION AND CONSTRUCTION OF MEANINGS ENEME LETRAMENTOS CRÍTICOS NASAULAS DEESPANHOL: DISCUTINDO RESSIGNIFICAÇÃOE CONSTRUÇÃODE SENTIDOS ENEM Y ELITERACIDAD CRÍTICAEN LAS CLASES DE ESPAÑOL: DISCUTIENDOLA RESIGNIFICACIÓN Y LA CONSTRUCCIÓN DESIGNIFICADOS Simone dos Santos França 1 e-mail: [anhin.1@hotmail.com](anhin.1@hotmail.com) How to reference this paper: FRANÇA, Simone dos Santos. Enem end Critical literacies in Spanish classes: discussing resignification and construction of meanings. Rev. EntreLínguas, Araraquara, v. 12, n. 00, e026002, 2026. e-ISSN: 2447-3529. DOI: 10.29051/el.v12i00 .19374. | Submitted: 10/06/2024 | Revisions required: 27/03/2025 | Approved: 28/04/20260 | Published: 05/05/2026 Editors: Prof. Dr. Ivair Carlos Castelan Prof. Dr. Rosangela Sanches da Silveira Gileno Deputy Executive Editor: Prof. Dr. José Anderson Santos Cruz 1 Federal University of Mato Grosso do Sul (UFMS), Campo Grande – Mato Grosso do Sul (MS)– Brasil. Ph.D. in Language Studies (UFMS) and Master in Letters (UEMS), with specializations in Communication: Languages and Textual Construction and Literature, Spanish Language and Spanish Literatures, and Psychopedagogy. Graduated in Letters/Spanish and licensed in Pedagogy. Works as a teacher of Portuguese and Spanish Language, with experience in teaching and research in the areas of languages, identities and education. Currently, she is a volunteer professor at the Federal University of Rondônia (Ji-Paraná campus) and is part of research groups focused on languages, education and feminisms. Rev. EntreLínguas, Araraquara, v. 12, n. 00, e026002, 2026. e-ISSN: 2447-3529 DOI: 10.29051/el.v12i00 .19374 1 ABSTRACT: This article aims to discuss aspects of critical literacies and present a proposal for re-signifying Enem items in Spanish classes, which responds to the premises of critical literacies, considering this aspect as a theoretical current present in national and international research contexts, And in educational practices. It is a perspective that has contributed to broadening the view of practices in the classroom, by enabling the (re)construction of meanings based on the appreciation of the perceptions of the student who interacts with the multimodalities. This is a qualitative research with interpretive characteristics. The discussions listed here are theoretically based: Duboc (2012), Monte Mór (2013), Street (2014), etc. The results show the possibility of giving new meaning to Spanish classes, based on gaps in the classroom and proposing stages based on aspects such as: contextualization, heterogeneity, subjectivity and multiplicity of meanings (Duboc, 2017) . KEYWORDS: Items. Large-scale test. Spanish language. Classroom. Loopholes. RESUMO: O presente artigo tem como objetivo discutir aspectos dos letramentos críticos eapresentar umaproposta de ressignificação de itens do Enem nas aulas de espanhol, a qual responde às premissas dos letramentos críticos, considerando essa vertente como uma corrente teórica presente em contextos nacionais e internacionais de pesquisas epráticas educacionais.É uma perspectiva que tem contribuído para a ampliar o olhar para as práticas em sala de aula, por possibilitar a (re)construção de sentidos a partir da valorização das percepções do aluno que interage com as multimodalidades. Trata-se de uma pesquisa qualitativa com características interpretativistas. As discussões aqui elencadas têm como base teórica: Duboc (2012), Monte Mór (2013), Street (2014), etc. Como resultados evidencia-se apossibilidade deressignificar as aulas de espanhol, apartir de brechas em sala de aula e proposição de etapas pautadas em aspectos como: contextualização, heterogeneidade, subjetividade e multiplicidade de sentidos (Duboc, 2017). PALAVRAS-CHAVE: Itens. Prova em larga escala. Língua espanhola. Sala de aula. Brechas. RESUMEN: Este artículo tiene como objetivo

FAQs

What does the article propose for Spanish classes using Enem items?

The article proposes re-signifying Enem items in Spanish classes, based on the premises of critical literacies. It links this re-signification to educational practices and classroom meaning-making.

How does the article justify the importance of students’ perceptions and multimodalities?

It argues that classroom (re)construction of meanings depends on valuing students’ perceptions while they interact with multimodal resources. This supports broader participation in meaning production.

What stages or aspects guide the proposed re-signification process?

The proposal includes stages guided by contextualization, heterogeneity, subjectivity, and multiplicity of meanings. These aspects help address gaps identified in the classroom.

Sep 6, 2026

Upload by Sarah