Fenômenos semânticos no ENEM: um percurso analítico sobre o exame de Língua Portuguesa

Abstract

Considering the discussions established between Semantics and Teaching, it is observed that several studies point out how this area can contribute to the teaching of Portuguese Language. Thus, studies that verify these contributions from the analysis of didactic books and elaboration of scholastic practices emphasize the importance of the semantic look, since all the skills to be developed in the classes of Portuguese Language require that the meaning of words, expressions, statements and texts. In this sense, this research is located at the border where the high school student intends to enter Higher Education, since his only form of access for this purpose is the National High School Examination (ENEM). In order to work with semantic concepts that are adopted and collected in the ENEM, this research aims to analyze how the phenomena studied in the area of Semantics are approached in the Portuguese Language questions contained in this Exam. As specific objectives, we propose to verify which are the semantic phenomena addressed in the Portuguese Language questions; to identify if these semantic phenomena reveal some underlying theory among the investigative lines of Semantics, observing if there is predominance of some theory; as well as to investigate which competences and abilities are required of the participant in the semantic questions. The main theoretical contribution is the studies developed by Lyons (1987), Ducrot (1987), Ilari and Geraldi (2005), Castilho (2014), among others, which deal with the concepts of synonymy, double meaning, among other concepts essential for understanding our analysis. This research is characterized as documentary and adopts a qualitative-quantitative approach, with a bibliographical and descriptive-interpretative approach. Our corpus is composed of ten questions that explore the approach of Cultural Semantics, Argumentative, Grammatical and Lexical, which were collected in the period before and succeeded to the reformulation of the Exam, considering that they present several aspects, such as antonyms, synonymy, ambiguity, greater sense, among others. The analyzes show the work of the semantic concepts articulated with the linguistic analysis in two levels, both in the metalanguage, since part of the classification and linguistic identification in order to explore the concept, as in the epilinguage, since it works with the use and the reflection of the tongue.