This paper discusses the issues of the National High School Exam test - ENEM 2013 relating to literature, finding what literary knowledge is being evaluated and required by the student at the end of basic education. Interested in reflecting about the place occupied by this literature evaluation, considering that it reflects and refracts what is being done in Brazilian education in recent years. To this end, we discuss the teaching anchored in chronology and toward the literary literacy, based primarily on studies of Cereja (2005CEREJA, W. R. Ensino de Literatura: uma proposta dialógica para o trabalho com a literatura. São Paulo: Atual, 2005.), Cosson (2009COSSON, R. Letramento literário: teoria e prática. São Paulo: Contexto, 2009.), Rouxel (2013ROUXEL, A. Aspectos metodológicos do ensino da literatura. In.: DALVI, M. A.; REZENDE, N. L. de; JOVER-FALEIROS, R. (Orgs.). Leitura de literatura na escola. São Paulo: Parábola, 2013, p. 17-33.) and the OCN (2006BRASIL. Orientações Curriculares para o Ensino Médio: linguagens, códigos e suas tecnologias. Brasília: Ministério da Educação, Secretaria de Educação Básica, 2006, vol. 1.). The results indicate some progress, because the test covers the works of contemporary literature, including examples of linguistic convention transgressions, and promotes dialogue with other semiosis. However, most questions perform an inadequate approach to the text, taking it as a pretext to assess reading comprehension or to know about linguistic and stylistic content.
teaching literature; ENEM. literary literacy; evaluation
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