O texto multimodal em questões objetivas de compreensão leitora no Exame Nacional do Ensino Médio (ENEM).

Abstract

The changes in the area of education in general, especially in High School, brought to the educational context the National High School Examination (ENEM) in 1998, considered as one more action of the national education evaluation policy. This policy, through the ENEM, has been approaching the textual genres in a diversified way, distancing the more traditionalist approach from the prescriptive grammar. Considering this fact, this work addressed multimodality in the ENEM issues, observing the proofs of "Languages, Codes and their Technologies", analyzing Portuguese Language issues, between the years of 1998 and 2017, in order to verify what are the different cognitive strategies used by the reader in the process of reading multimodal genres. The choice of the corpus is due to the questioning about the Multimodality Theory applied to the ENEM questions, in the construction and reading comprehension. For this, we use the theoretical assumptions of Marcuschi (2010), regarding the definition and functionality of textual genres; with support in Dionísio and Vasconcelos (2013), in questions involving reading and learning capacity, and the studies of Buzen and Mendonça (2013) on multiple languages in the context of secondary education. As a result, we observe in our research that the reader is the one who will decode symbols, taking a more active stance in rebuilding the meaning of the Enem's questions, and being an articulator of the internal elements of the question, using his already acquired knowledge, in the process of as in the practices lived in their social environment.