A aprendizagem baseada na metodologia peer instruction aplicada à produção textual dissertativa-argumentativa (ENEM)

The low performance of Brazilian students in the Enem essay, as evidenced by recent results, points to the need to improve teaching strategies for argumentative-discursive writing. Given this scenario, the problem arises of how to make the learning process more effective and engaging. Therefore, this study proposes to investigate the impact of integrating the Peer Instruction methodology, mediated by Letrus digital technology, in teaching writing for the Enem. The research seeks to verify whether this approach can improve students' understanding of argumentative structure, increase their engagement and, consequently, improve their writing skills. In this sense, this study aims to fill an important gap in the literature, exploring how this intersection can improve students' understanding of the fundamental concepts of argumentative-discursive writing and increase their involvement in the learning process. The methodology adopted consists of bibliographical research on Peer Instruction, digital educational technologies and teaching of textual production. Scientific articles, books, theses and dissertations published in national and international academic databases were collected. The conclusion of this study shows that the development of innovative pedagogical strategies, such as Peer Instruction combined with digital technologies, contributes significantly to preparing students for the ENEM essay and, more broadly, for the writing skills required in higher education and professional life.