O fenômeno da intertextualidade nas redações nota mil do ENEM - 2024

Abstract

This research is dedicated to analyzing the phenomenon of intertextuality in the essays of the National High School Exam (ENEM), specifically in the 2024 edition. The study focuses on the 5 essays that achieved the maximum score (1000) on the theme "Challenges for the valorization of African heritage in Brazil". The central objective of the research was to identify, classify, and rank the intertextual occurrences present in the texts. The theoretical framework is based on Text Linguistics (TL), which emerged in Europe in the mid-1960s. TL defines the text as the basic unit of analysis and a communicative event that transcends the boundaries of the sentence, constituting a unit of meaning. From this perspective, intertextuality is approached as one of the seven factors of textuality necessary for an occurrence to be classified as a communicative text. The concept of intertextuality, formalized by Julia Kristeva in 1960 based on Bakhtinian studies, is seen as the dialogue that occurs between texts, transforming the text into a "mosaic of quotations". Methodologically, this research is classified as basic in terms of its objectives and documentary in terms of its data source, as it investigates the essays that received a perfect score of 1000 as original documents. A quantitative approach was adopted to rank the typologies, following Ana Paula Carvalho's (2018) classification between Strict Intertextuality (specific texts) and Broad Intertextuality (disseminated knowledge). The empirical analysis identified 27 intertextual occurrences in the 5 essays, confirming that the use of intertextuality is a strategic action with argumentative purposes. The ranking showed the following distribution: Broad allusion (14 occurrences, 51.85%), paraphrase (6 occurrences, 22.22%), and strict allusion (5 occurrences, 18.52%). The strict forms, which account for 57.14% of the specific occurrences, were essential to ensure the productive use of the repertoire when recontextualizing ideas from authoritative authors. Quotations (2 occurrences, 7.41%) were the least used method. In conclusion, mastery of intertextuality is a fundamental strategy for achieving a perfect score of 1000 on the essay portion of the exam. Participants who achieved the maximum score employ a strategic balance between the use of broad allusions for contextualization and strict co-presences (mainly paraphrase and allusion) to insert authoritative voices in a coherent and productive way, consistently supporting the point of view being defended.