Módulo de reconhecimento do gênero: dissertação-argumentativa do ENEM sob perspectiva interacionista

This paper presents reflections and possibilities related to genre recognition module in didactical modelling of teaching object in argumentative-dissertation in High School under the patterns of appreciated genre in High School National Exam (HSNE). Therefore, it presents a literature review which explains the presentification of the teaching object, which corresponds to this recognition modelling. The epistemological course comprehends the interacionist concept of human development mediated and observed by language, based on Vygotsky and Bakhtin premises, from sociodiscursive interactionism in what regards to didactical transposition and oriented documents, as the Referential Matrices of Essay in Enem and the Participant Booklet, in which it relates to the researched genre characterization. As a result of the observations, it is presented a productive methodological proposal to teachers and students in High School in relation to the argumentativedissertating textual genre in Enem.