|Support type:||Scholarships in Brazil - Master|
|Effective date (Start):||June 01, 2013|
|Effective date (End):||December 31, 2014|
|Field of knowledge:||Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis|
|Principal Investigator:||Maria Inês Batista Campos|
|Grantee:||Nathália Rodrighero Salinas Polachini|
|Home Institution:||Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil|
The Exame Nacional do Ensino Médio - Enem (High School National Exam), created in 1998, was part of the assessment policies implemented by Fernando Henrique Cardoso government to evaluate the performance of students graduating from high school, and it has become one of the selection processes for entry into higher education. The written production, one of the parts of the exam, requires the development of an argumentative dissertation from the reading of verbal and visual-verbal texts, as for example, photographs, comic strips and infographics. From the set of texts presented in Enem's compositions proposals of the period 1998-2012, and from a sample selection of essays from participants of Enem 2010 and 2011, which compose the corpus of this research, this project aims to (i) analyze the visual-verbal texts offered to the participants in order to investigate them within the discursive project of the visual-verbal language and ii) examine the features of written language presented in the essays selected. The research questions that guide the project are: i) What literacy practices are necessary for the participant to construct arguments from the reading of the visual-verbal texts offered in the proposals? ii) What specific features of written language presented in the analyzed essays are in accordance with the competencies defined by the Enem Matrix Reference?Unlike the criteria used by the traditional examinations, Enem's evaluation is structured by competencies and skills and its content is defined by Matrix references in five areas of knowledge. In writing, Enem considers five cognitive competencies, which articulated with the global guiding principles of the exam are reference for the correction of the students' compositions. From the theme presented, the texts and the cultural repertoire of the candidate, it is expected that students write in standard Portuguese and show selection and articulation of information, linguistic mechanisms of cohesion and coherence and indications of authorship.Considering the concepts of "text", "gender" and "authorship" of the Dialogical theory of Bakhtin and the Circle, and articulating the concepts of literacy and argumentation, the purpose is to investigate the requirements of multiliteracies in writing. The theoretical and methodological basis of this work is anchored in the Bakhtinian perspective which states that the investigation of meaning is established in relation to the different discourses that intersect the texts. The development of a solid theoretical framework based on the studies of researchers from different Brazilian universities, as Beth Brait (PUC-SP), Magda Soares (UFMG), Roxane Rojo (UNICAMP), Maria Inês Batista Campos (USP), among others, on the visual-verbal language, literacy and argumentation, will allow a deeper analysis. Contributions from both linguistic theories and discursive semiotics will be used.The document analysis will seek the systematization and categorization of the regularities of this test. The inclusion of official data published by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) requires a methodological process of qualitative data analysis, which will permit the construction of a set of descriptive categories. The results to be obtained are intended to contribute to the reflection on the skills needed to ensure students' proficiency in writing.