Os processos de referenciação em textos dissertativo-argumentativos nota 1.000 no Exame Nacional do Ensino Médio (ENEM) em 2017

Abstract

The construction of an argumentative-essay text is one of the skills evaluated in the National High School Exam (Enem). The candidate, when preparing his text, must demonstrate, among other skills, knowledge of the linguistic mechanisms necessary for the construction of the argument. Reference studies, within Text Linguistics (TL), can reveal textualization strategies related to this competence. In this study, we aim to analyze, in the light of the sociocognitive and discursive conception of referencing, the way of presentation and the successive resumptions of one of the objects of discourse and how this process can contribute to the argumentative conduct of the text. Furthermore, we also intend to investigate to what extent the different texts with the same notes are similar, according to the choice of lexical items used in the construction of referential expressions responsible for the resumption or remission of one of the main referents; and interpreting the data relating them to the cohesion strategies and the Inep pedagogical team's comments on the chosen texts, especially on the resources related to good performance in competence IV. In order to demonstrate our reflections in this regard, we present the analysis of four essays grade 1,000 from Enem 2017. To achieve the proposed objectives, we are based on studies on text, by Cavalcante (2018), Marcuschi (2008). Regarding the dissertation at Enem, we highlight Oliveira (2016) and the Participant's Booklet (BRASIL, 2018). For reference, we turn to Apothéloz (2015), Apothéloz and Reichler-Béguelin (1995), Cavalcante (2003, 2011, 2018), Cavalcante, Custódio Filho and Brito (2014), Conte (2015), Mondada and Dubois (2015), Koch (2015), Koch and Elias (2006), Marcuschi (2008, 2015), Esteves (2017). The corpus consists of nine copies of essay-argumentative texts, taken from the Inep website, which publishes, in each edition of the Enem, the texts grade 1,000. As a result, we found that direct anaphors represent the most frequent referential process in the argumentative construction of the analyzed texts, although not all referential expressions selected by the authors guarantee the continuity, progression and argumentative direction of the text.