| Sumario: | The general objective of this work is to analyze the management of enunciative voices in the preparation of two Enem 2021 grade one essays, in which the writers use the strategy of including other voices, in order to meet competencies two and three, extracted from a set of five mandatory competencies, as determined by the Enem Participant Handbook (2020), and, specifically, to describe whether the presence of these voices contributes to the erasure of the writer, or reveals signs of authorship in the selected copies. The analysis is based on the theoretical-methodological framework of discursive studies, with the contributions of Bakhtin (1997, 2011) and Possenti (2002) on the notion of authorship, linked to the studies of Bronckart (1999), Boch and Grossmann (2002) on the manifestation of enunciative voices in texts. Methodologically, this research is qualitative and interpretivist, applied to a corpus of two Enem 2021 grade one essays, taken from the G1 website, whose theme was "Invisibility and civil registration: guaranteeing access to citizenship in Brazil", which required the candidate, in addition to meeting the five competencies, to have textual and linguistic knowledge and the use of a socio-cultural repertoire adopted as an argument of authority, in order to validate the point of view defended by the writer. After analysis, the results contradict the erasure of authorial voices, since the resonance of enunciative voices in Enem's grade one essays meets competencies two and three and serves to validate the discourse defended by those responsible for the text, revealing signs of authorship. KEYWORDS: Enem essays; Enunciative voices; Erasure of the author; Evidence of authorship.
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