Perspectiva sociointeracionista no enxame nacional do ensino médio (ENEM) : análise de questões de língua portuguesa nas provas de 2016 a 2018

Abstract

Although debates about language teaching continue to argue that it should be worked from the socio-interactionist perspective, a traditionalist teaching that uses grammar in a decontextualized and non-functional way is still seen in the classroom. In recent years, however, Enem, as it has become the main gateway to higher education, has sought to align itself with current theoretical thinking and with what profess the official documents. It is noted that students and teachers are preparing hard for this test, which is considered of difficult level for presenting, currently, 180 extensive questions distributed in four major areas of knowledge, as well as an essay. Thinking about the impact that Enem has on the lives of high school students aiming for higher education, we look at questions of languages, codes and their technologies of the 2016 (yellow), 2017 (pink) and 2018 (blue) Enem tests. We selected from a universe of 120 questions, 12 questions, which illustrate how the reading, textuality, linguistic variation and grammar axes are presented and worked on. We intended to identify which subjects are prioritized in the exam, which language conceptions guide it and how these axes are worked on the questions and their alternatives. For the accomplishment of this research we used as procedures the documental and bibliographical research. As theoretical contribution, we consulted the following authors: Antunes (2009), Marcuschi (2007) and Koch and Elias (2011), to think about reading; Koch (1997), Antunes (2010), Koch and Travaglia (2011) and Marcuschi (2010), to discuss text and textuality factors; Bortoni-Ricardo (2006), Bagno (2002), Cyranka (2015) and Faraco (2004, 2008), to reflect on the phenomena of linguistic variation; Geraldi (2006), Teixeira (2011) and Possenti (1996), to discuss grammar; besides, of course, the documents that guide Portuguese language teaching, such as the PCN (2000, 2002) and the BNCC (2016). As a result, we observe that the activities presented in Enem are in accordance with the guidelines of the official documents that underlie the teaching of Portuguese Language, since we have the socio-interactionist conception as the basis for thinking about language. In addition, we noticed that most of the questions work a language phenomenon from a textual genre that allows the candidate to understand how the text is constructed. We found that questions that deal with linguistic variation are few in number, but bring variation as a natural phenomenon of language. Finally, grammatical questions, when they arise, bring grammar in a functional and contextual way. We believe that our work has contributed to a broadening of knowledge about the nature of Enem's Portuguese language questions and thus to a broadening of knowledge about language teaching.