La evidencialidad, la argumentación y la persuasión: articulación e implicaciones para la enseñanza del texto disertativo-argumentativo en la educación media

This study examines the articulation between evidentiality, argumentation, and persuasion and draws implications for teaching argumentative essay writing in high school, with particular attention to the demands of the writing test of Brazil’s National High School Exam (ENEM). The study is a theoretical, bibliographic, and propositional reflection grounded in Casseb-Galvão’s (2022) evidential typology and in functional-discursive research on the expression of evidentiality in written genres of Brazilian Portuguese. On this basis, it analyses how the types of evidential strategy (reportative with a definite or an indefinite source, inferential, generic, and direct) relate to the development of arguments. The analysis is conducted in light of the New Rhetoric and of the official documents that regulate teaching and assessment in Brazil, namely the National Common Curricular Base and the ENEM Writing Reference Matrix. It is argued that marking the source and the mode of access to information operates simultaneously as a resource for enunciative (dis)commitment and as a technique for building ethos and logos, which is why its explicit teaching favours the transition from opinion to grounded argument. Finally, a set of didactic guidelines is proposed, integrating work on evidential strategies, argumentative techniques, and the writer’s ethical formation.