Reflexões sobre a proposta de leitura do ENEM

• Ano de defesa: 2013
• Autor(a) principal: Cavalcanti, Rosilene da Silva de Moraes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Leitura; Educação básica; Linguagem; Competências e habilidades; Ensino Médio; Linguagem ENEM; Exame Nacional do Ensino Médio; Brasil.; High school; Reading; Language; High School National Exam (ENEM); Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4289

Current research analyzes the objective qestions on reading available in the High School National Exam (ENEM). The ENEM was established in 1998 as a self-evaluation parameter to high school leavers. The exam was later extended to students other than school leavers who, once they reached the passing mark, could require the high school diploma and entrance to higher education. Current research verified the reading procedures evaluated by the exam derived from a series of topics of the 2011 exam in Languages, Codes and their Technologies. The research´s basic question is: How are the ENEM reading questions constituted? Questions are also asked to see whether the topics have been elaborated according to the reading concepts proposed by high school official documents; which reading competences and skills are evaluated; whether they are adequate to the target-population which is not made up only of high school leavers. The theoretical foregrounding comprises the official guidelines on high school teaching. The guidelines, based on practice, are grounded on the theory-practice overlaying built on the concept of language as interaction. Language is not envisaged as homogeneous and transparent but opaque and heterogeneous. It is a reflection of the speakers´ culture, allowing its workings and conditions of subsistence. Reading is conceived as a dialogical process between the reader and the author, through the text, which takes into account not merely the latter but discourse in its production conditions. The reader is also the pragmatic aware, albeit historical, reader. Current investigation implies the classification of questions according to the competences and skills evaluated; knowledge on the ENEM´s structure and aims, made possible by an analysis of high school´s decrees and laws and analysis in the strict sense. Results show that the Brazilian Ministry of Education acknowledges people who are competent and skilled for admittance to higher education even though they do not have a high school diploma. Reading concepts in official documents that govern the ENEM are adopted in the exam which foresees a person who is capable of going beyond the data of the written text through between-the-lines reading. The concept of the text in the exam is not limited to the verbal level, albeit emphasized, but reaches to non-verbal texts, such as info-graphs and pictures. The exam´s topics are highly marked by interdisciplinarity and most questions may be answered through general knowledge and the subsidiary texts provided by the exam.