ENEM, a política linguística do escrito: representações dos docentes e efeito retroativo

• Ano de defesa: 2018
• Autor(a) principal: Silva, Gabriela Belo da
• Tipo de documento: Tese
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Formação docente; ENEM; Redação; Efeito retroativo; Interacionismo sociodiscursivo; Essay; Retroactive effect; Sociodiscursive interactionism; Teaching performance; Formation enseignant; Rédaction; Effet rétroactif; Interactivisme socio-discursif; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18651

The present research proposal is the result of a qualitative study carried out with two Portuguese language teachers of writing classes in the public and private network for students of the 3rd year of High School in the city of João Pessoa- PB. The first objective was to understand the levels of the retroactive effect of the Language Policy proposed by the ENEM (Exame Nacional do Ensino Médio - High School education National Exam), materialized in two fronts: 1) in the official speech texts (government documents of the Brazilian PL – Law Project); and 2) in the actors texts speeches ( teachers), through the analysis of their representations (interviews) and the processes of appropriation put into practice (planning and evaluations elaboration), which prefigure and plan the linguistic practices of the teachers in action. This approach aimed to build intelligibility on how teachers interpret these policies and how they recontextualize and recreate these texts-discourses in their specific spaces of performance. The construction of the analysis had as its main theoretical and methodological contribution Sociodiscursive Interactionism (ISD) since it comprises the speech-texts as materializations of significant human actions, which are able to merge form and content through language activity. Due to the specificities that emerged in the corpus, I established a dialogue between the ISD (BRONCKART, 1999, 2008b; BULEA, 2014a) and the contributions from Linguistic Policy (SPOLSKY, 2004, 2009; SHOHAMY, 2006, 2009). The methodology used was the updated text analysis model developed by Bronckart (1999, 2008a). In the analysis, it was possible to verify that the official documents have different levels of impact on the teachers' representations. Thus, among the language policies highlighted by the higher level of retroactive effect, the theoretical-methodological axes of ENEM, the Correction Matrix and the Candidate Booklet were highlighted. LDB, PCNEM, PCN + and Portuguese Language Olympics Material also have their voices re-signified in the collaborators speeches. The representations developed by the teachers in this process of interpretation and appropriation of these PLs, resulted in the development of practices that sometimes oppose the traditional teaching model, sometimes approaching it. It is interesting to note that such practices are significantly influenced by the socio international context of production since this is a determining factor for a greater or lesser level of retroactive effect. In this way, the impact of PL is materialized through the representations that make up the praxiological universe of these social actors.