Articuladores textuais e o modo de organização argumentativo em redações nota mil do Enem

• Ano de defesa: 2024
• Autor(a) principal: Cruz, Jeferson Silva da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ESTUDOS DA LINGUAGEM
• Palavras-chave em Português: Articuladores textuais; Organização argumentativa; Redações nota mil do Enem; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/57994

In this dissertation, we analyzed how the textual articulators and the argumentative mode of organization materialize in essays that scored 1,000 on the National High School Exam (Enem). We start from the assumption that the participants meet the requirements of the assessment matrix, and that there is a similarity in the mechanisms of linguistic articulation and in the way the argumentative text is organized. The corpus consists of Enem grade 1 essays from 2018, 2019, 2020 and 2021, collected in the public domain and available on the G1 website. The methodological procedures adopted in this study were based on analyzing the corpus according to the theoretical principles of two specific areas: Textual Linguistics (TL) and Semiolinguistics. In the TL approach, emphasis was placed on investigating the textual connectors/articulators present in the argumentative construction of the essays, based on the studies of Koch (2009, 2014, 2018), Adam (2011, 2019), Cavalcante et al. (2022), among others. In addition, the analysis uses Semiolinguistics to analyze how the argumentative text is organized based on the elements of argumentative logic proposed by Charaudeau (2019). Based on the analysis carried out, we found that throughout the different editions of Enem, participants have demonstrated that they meet the criteria established in the assessment matrix, specifically the requirements of competencies 3 and 4. In this way, the results confirmed that the essays are similar in their use of linguistic articulation resources and in the organization of the argumentative text.