Entrelaçamentos dialógicos: uma abordagem discursiva de propostas de redação do Enem

• Ano de defesa: 2024
• Autor(a) principal: Ramos, Patrícia Alves da Costa
• Orientador(a): Carvalhaes, Wesley Luis
• Banca de defesa: Carvalhaes, Wesley Luis , Almeida, Liliane Barros de , Cerqueira, Mirian Santos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Educação
• Departamento: UEG ::Coordenação de Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Linguagem; Dialogismo; Bakhtin; Exame Nacional do Ensino Médio; Volochínov; Medviédev; Vestibular
• Palavras-chave em Inglês: Language; Dialogism; Entrance exam
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1610

This study is part of the Culture, School and Training research line of the Postgraduate Program in Education (PPGE), at the State University of Goiás (UEG), UnU Inhumas. Considering that every utterance, seen as language in action, requires the analysis of its interconnections with other utterances and the context in which it is generated, and that the writing of the National High School Exam (Enem) is one of the ways in which these relationships dialogues manifest themselves, this research is developed. Entitled “Dialogical intertwinings: a discursive approach to Enem writing proposals”, the investigation is based on the linguistic and dialogical approach, a conceptual perspective that has roots in the linguistic theories developed by Bakhtin (2010, 2011) and by philosophers in his circle: Volochínov (2006) and Medviédev (2012). The work is characterized as bibliographical and documentary research of a qualitative nature, using as its study corpus the Enem writing proposals from the years 2010, 2013, 2016, 2019 and 2022, in order to analyze the dialogical dynamics present in them, highlighting the possibility of their influence on the written production of candidates. Furthermore, the investigation explores how writing proposals can reflect or contest the ideas predominant in them, promoting critical reflection on the place of education and written assessment in the formation of discursive subjects. Among the main results of the work, the perception that dialogic interactions influence the construction of the candidates' text and the resumption of the other's speech reflects the sociocultural repertoire required by the exam stands out. The research also demonstrated that, although Enem was created to promote inclusion and democratize access to higher education, in practice, it reinforces the great social inequalities that already exist.