A cartilha do participante: um modelo de leitura e escrita para a redação no Enem?
Carregando...
Arquivos
Data
2019-04-16
Autores
Silva, Marianna Lima da
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Enem é um exame nacional de grande relevância, já que é, hoje, o maior processo seletivo para o ensino superior do país. Sua Prova de Redação vem chamando atenção da comunidade escolar e da sociedade em geral, por conta do baixíssimo índice de textos avaliados com nota máxima. Embora a banca de correção tenha tornando seus critérios mais exigentes, o Inep publica, anualmente, pouco antes da realização da prova, a Cartilha do Participante, material oficial cujo objetivo é “contribuir para aperfeiçoar” os estudos do aluno-participante do Exame e “tornar ainda mais transparente a metodologia de avaliação da redação e mais evidente o que se espera do participante em cada uma das competências avaliadas” (Inep, 2017), apresentando a Matriz de Referência para Redação do Enem, a Prova de Redação da edição anterior e uma amostra de textos avaliados com a nota 1.000. Com base na perspectiva teórico-metodológica da Análise do Discurso pecheuxtiana, buscamos discutir, nesta pesquisa, de que maneira a Cartilha do Participante instrui/orienta o aluno-participante do Enem a alcançar um modelo de escrita. Para isso, pretendemos (i) depreender as imagens construídas pelo Inep, na Cartilha, sobre si mesmo, seu interlocutor – o aluno-participante do Exame – e seu referente – a Redação no Enem; (ii) pontuar as concepções de leitura/leitor e escrita/escrevente que permeiam esse documento. Nosso olhar para esse material considera o processo discursivo enquanto efeito de sentidos, e não apenas a transmissão de informações. Portanto, considerando a AD como uma teoria de leitura, nos debruçamos aos conceitos de Pêcheux (1969, 1975) de condições de produção, formações ideológicas e discursivas e formações imaginárias e ao que Eni Orlandi (2003, 2012) postula sobre o Discurso Pedagógico (DP) e sobre as noções de leitura/leitor e escrita/escrevente. Interessa-nos o fato de o DP ser um discurso circular, institucionalizado, que se garante, garantindo também a instituição em que se origina e para a qual tende. A partir desses pressupostos teóricometodológicos, buscamos levantar os aspectos estruturais das condições de produção da Cartilha, traçando o percurso do Enem, desde sua criação, como avaliação educacional do ensino médio, até seu formato atual, discutindo os eventos que atravessam as alterações mais relevantes que a Prova Redação sofre ao longo do tempo, até a necessidade da publicação desse material. A partir dessas condições de produção, recortamos algumas sequências discursivas com base em nossos objetivos de pesquisa, que constituem nosso corpus, a partir do qual procuramos relacionar língua, como sistema sintático-lexical passível de jogo, e discursividade, como inscrição de efeitos linguísticos materiais na história. Concluímos que a Cartilha do Participante, ao instruir/orientar o aluno-participante, é atravessada pelo discurso autoritário pedagógico postulado por Orlandi (2003), distanciando os interlocutores e colocando o conhecimento do fato – a Redação no Enem – em segundo plano em relação ao conhecimento do modo de fazer – da Matriz de Referência, estabelecendo a circularidade desse discurso.
Enem is a Brazilian national assessment of great relevance, since it is, nowadays, the largest college entrance exam in Brazil. Its Writing Test has been drawing attention from the school community and society in general, due to the very low index of texts evaluated with a maximum score. Although evaluation commission has made its criteria more demanding, Inep publishes, shortly before the exam, an official guidance material, Cartilha do Participante, which aims to contribute to improve the applicant’s studies and to make the writing evaluation methodology even more transparent and make what is expected from the applicant in each of the evaluated competencies more evident (Inep, 2017), presenting Matriz de Referências para a Redação no Enem – the assessment instrument that gather these competencies – the Writing Test of the previous edition and a sample of texts evaluated with maximum score. Based on French branch of Discourse Analysis theoretical-methodological perspective, settled by M. Pêcheux, we aim to discuss, in this work, in which way Cartilha do Participante instructs/guides the Enem applicant-student to achieve an essay model. We intend to (i) infer the images constructed by Inep, in the book, about itself, its interlocutor – the applicant-student of Enem – and its referent – the essay in Enem; (ii) punctuate the reading/reader and writing/writer concepts that permeate this document. Our analysis to this material considers the discursive process as an effect of meanings, not just the transmission of information. Therefore, considering DA as a theory of reading, we turn to the concepts of Pêcheux (1969, 1975) of conditions production, ideology, discursive formations and imaginary formations and to what Eni Orlandi (2003, 2012) postulates about the Pedagogical Discourse (PD) and about the notions of reading/reader and writing/writer. We are interested in the fact that PD is a circular, institutionalized discourse that is guaranteed, also guaranteeing the institution in which it originates and for which it tends. Based on these theoretical-methodological assumptions, we seek to raise the structural aspects of Cartilha production conditions, tracing Enem trajectory from its beginning as an educational assessment of secondary education to its current format, discussing the events that go through the most relevant changes that the Writing Test suffers over time, until the need for Cartilha publication. From these production conditions, we cut some discursive sequences based on our research objectives, which constitute our corpus, from which we seek to relate language, as a playable syntactic-lexical system, and discursiveness, as an inscription of material linguistic effects in history. We conclude that Cartilha do Participante, when instructing/guiding the applicant-student, is crossed by the authoritarian PD postulated by Orlandi (2003), distancing the interlocutors and putting the knowledge of the fact – the writing in Enem - in the background in relation to the knowledge of the way of doing it – Matriz de Referência, establishing the circularity of this discourse.
Enem is a Brazilian national assessment of great relevance, since it is, nowadays, the largest college entrance exam in Brazil. Its Writing Test has been drawing attention from the school community and society in general, due to the very low index of texts evaluated with a maximum score. Although evaluation commission has made its criteria more demanding, Inep publishes, shortly before the exam, an official guidance material, Cartilha do Participante, which aims to contribute to improve the applicant’s studies and to make the writing evaluation methodology even more transparent and make what is expected from the applicant in each of the evaluated competencies more evident (Inep, 2017), presenting Matriz de Referências para a Redação no Enem – the assessment instrument that gather these competencies – the Writing Test of the previous edition and a sample of texts evaluated with maximum score. Based on French branch of Discourse Analysis theoretical-methodological perspective, settled by M. Pêcheux, we aim to discuss, in this work, in which way Cartilha do Participante instructs/guides the Enem applicant-student to achieve an essay model. We intend to (i) infer the images constructed by Inep, in the book, about itself, its interlocutor – the applicant-student of Enem – and its referent – the essay in Enem; (ii) punctuate the reading/reader and writing/writer concepts that permeate this document. Our analysis to this material considers the discursive process as an effect of meanings, not just the transmission of information. Therefore, considering DA as a theory of reading, we turn to the concepts of Pêcheux (1969, 1975) of conditions production, ideology, discursive formations and imaginary formations and to what Eni Orlandi (2003, 2012) postulates about the Pedagogical Discourse (PD) and about the notions of reading/reader and writing/writer. We are interested in the fact that PD is a circular, institutionalized discourse that is guaranteed, also guaranteeing the institution in which it originates and for which it tends. Based on these theoretical-methodological assumptions, we seek to raise the structural aspects of Cartilha production conditions, tracing Enem trajectory from its beginning as an educational assessment of secondary education to its current format, discussing the events that go through the most relevant changes that the Writing Test suffers over time, until the need for Cartilha publication. From these production conditions, we cut some discursive sequences based on our research objectives, which constitute our corpus, from which we seek to relate language, as a playable syntactic-lexical system, and discursiveness, as an inscription of material linguistic effects in history. We conclude that Cartilha do Participante, when instructing/guiding the applicant-student, is crossed by the authoritarian PD postulated by Orlandi (2003), distancing the interlocutors and putting the knowledge of the fact – the writing in Enem - in the background in relation to the knowledge of the way of doing it – Matriz de Referência, establishing the circularity of this discourse.
Descrição
Palavras-chave
Enem, Cartilha do participante, Leitura, Redação, Discurso, Reading, Writing, Discourse