Jurisprudência para uma escrita redacionalizada

Abstract

This paper is based on a study that reveals our tension regarding the way writing is taken, especially in the third year of high school. In this school phase, the act of writing is reduced to the essays for the writing exam of the National High School Exam (Enem), so they follow a model that is compared to a functioning machinery (VERELA & URIA, 1992), a fact that is evidenced in concluding paragraphs of essays of score 1000 in the Inep Participant's Booklet of 2018. Thus, a struggle is made for the concept of jurisprudence of the French philosopher Gilles Deleuze (1996), which makes it possible to devise a path that allows other writing functions in the referred school stage, taking into account the tension argued in relation to the writing machinery. Finally, the Statute of Jurisprudence is presented in order to ratify the formative basis of the arguments and requests listed in the statement of fact. The experimentation of this study takes place through the elaboration of a piece of research that aims to show, conceptually, the against redacting of writing and require, through the concept of jurisprudence, the authorization of a writing that deviates from the practices of a utilitarian teaching.Therefore, it is postulated by a writing that is not linked to formulas and models to meet a single textual typology.