ENEM preparation from a digital literacy perspective: discuss, create, lecture

Abstract

This article analyzes the relationship between preparation for the National High School Exam (Enem) and digital literacy practices, considering the challenges faced by teachers and students when using educational technologies. The research is based on the implementation of the project "Discuss, create and dissert", developed in a public school in Anápolis (GO), using the Padlet, Google Docs and Google Classroom tools as instruments to improve reading, writing and argumentation. The study discusses the technical and pedagogical difficulties observed, as well as the strategies adopted to integrate multiliteracies into the teaching of textual production. Methodologically, the research is qualitative in terms of approach, exploratory in terms of objectives, bibliographic, documentary and netnographic in terms of procedures. The theoretical basis was based on documents belonging to INEP (Brazil, 2024) and BNCC (Brazil, 2018), in addition to the authors: Cope and Kalantzis (2020), Jordão (2007), Coscarelli and Ribeiro (2007), Dudeney, Hockly and Pegrum (2016), Cavalcante et al (2022), Caetano and Pinto (2018) and Alves (2025). The results indicate that the planned use of digital technologies favors the construction of knowledge, increases student engagement and contributes to the development of skills required by Enem.