Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Matias, Manuela Camila da Silva |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
https://repositorio.animaeducacao.com.br/handle/ANIMA/3297
|
Resumo: |
We investigated in this thesis possible effects of the model of the test in the formulation and resolution of objective questions of the Exame Nacional do Ensino Médio – ENEM (National Secondary Education Examination). Therefore, we analysed, ten questions of the 1998 edition and ten questions of the 2014 edition with relevance-theoretic descriptive and explanatory apparatus (Sperber & Wilson, 1986, 1995). We conclude that the relevance-theoretic architecture allow us describing and explaining the ostensive-inferential processes involved in the proposition and resolution of the objective questions of the examination. From a specific point of view, the results indicate that commands requiring completion of statements characterize the questions consistently. Furthermore, the architecture of the questions of the second model of the examination, consisting by the proposition of the question and by the disposal of alternatives, is consistently more homogeneous than the first model. Finally, only six questions of the 1998 edition can be answered only with verbal and nonverbal ostensive stimuli of the proper questions; and there are at least four cases in the 1998 edition where the ostensive stimuli that make up the context are fully expendable. |
