masterThesis
Redações nota mil do ENEM: um estudo analítico da massificação de sua estrutura e conteúdo
Fecha
2020-02-14Registro en:
PAIVA, Renata Ingrid de Souza. Redações nota mil do ENEM: um estudo analítico da massificação de sua estrutura e conteúdo. 2020. 131f. Dissertação (Mestrado em Estudos da Linguagem) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2020.
Autor
Paiva, Renata Ingrid de Souza
Resumen
The context of textual production of the Exame Nacional do Ensino Médio (ENEM) is one of
the main mobilizers of the preparatory years for candidates, including with regard to teaching
Portuguese in the final years of high school. Based on the impacts caused by the exam, this
research aims at the analytical study of the writing of grade one thousand composition, taking
as a hypothesis the massification of the structure and content of the texts. The research has the
general objective: to investigate how the students' structural and content choices, as well as the
use of the other's voice, influence the argumentative logic for the success of the grade one
thousand composition. As specific objectives, we delimit: i) to identify the structural and
content marks found in the texts and which are presented with greater recurrence; ii) to
characterize the use and recurrence, in the analyzed texts, of the insertion of the voice of others;
iii) determine, in a comparative way, the functionality of these voices inserted in the
argumentative logic of the composition; and iv) show in which aspects the structural, content
choices and the insertion of others' voices constitute what we consider as massification. For
that, we resort to the contributions of Charaudeau (2009) about the organization of
argumentative texts as well as the argumentative logic; Authier-Revuz (1990, 2004) on the
reflections of enunciative heterogeneity shown; de Adorno (1985), for the discussion on
massification, and Pêcheux (1995) on the subject's position to characterize the place of the
speech of the candidate authors in the composition. The corpus consists of 32 (thirty-two)
composition, equally spread over four years (2014, 2015, 2016 and 2017). The results show
that, in all years, there is a standardization in structure and content that is not attributed to what
the five competencies suggest in their entirety, in addition to a recurrence of the use of the
explicit insertion of the other's voice to compose the argumentative logic. As for the issue of
structural and content massification, we observe that there is a recurrence of the construction
of a molded and pre-established “form” of writing so that candidates, in the preparatory years
for the exam, activate the need to shape their texts so that they occupy the position of “model”
composition, considered here whit the maximum score.