Orientações para avaliação da seleção lexical em redações: análise de critérios em exames vestibulares.

Abstract

For the evaluation of a school text, it is necessary to postulate a set of evaluative criteria that are associated with the elements that qualify (or guarantee) the textuality. These criteria are part of an analytical evaluation of the text (FOSSEY, 2018). In Brazil, the analytical assessment is used by a large part of the major entrance exams, such as the Enem and the UnB entrance exam, which eventually make public the criteria used in the assessment notes and as guidelines that are usual for textual analysis. As we assume that lexical selection plays a key factor in the writing process of the essay and in the concreteness of the university entrance exam's critical thinking, in this work we seek to analyze the guidelines proposed for the assessment of lexical selection in entrance exams. Therefore, we decided to analyze the guidelines present in Module 03 of the Training Course for Enem Assessors and in the UnB Assessors Guide, describing and relating such guidelines to the criteria and criteria that encompass the dimension of the phenomenon of lexical selection, thus identifying, as the lexical perspective has been considered evaluated in the evaluations. Thus, we seek to follow a theoretical line that comprises the written production process and the practice of text evaluation (KOCH; ELIAS, 2009; MARCUSCHI, 2002; SERAFINI, 1998; SUASSUNA, 2007), to then assimilate the selection lexical as a textual mechanism and evaluative criterion (ANTUNES, 2012; NEVES, 2020). Methodologically, our research is documentary in nature and has a qualitative approach, using a deductive method and with an interpretivedescriptive purpose, according to classifications proposed by Mascarenhas (2012) and Paiva (2019). It is also characterized as a research in Applied Linguistics (PAIVA, 2019), anchored in the contributions of Lexicology and Textual Linguistics. When carrying out our analysis, we first observed which categories the criteria for the analysis of lexical selection belonged to. With this, we verified the direction that the guidelines indicated regarding the evaluation of these criteria in the text. In general, the guidelines that were analyzed showed the tendency of the training materials to clarify the criteria that belonged to the lexical scope in a way aimed at grammatical and orthographic analysis of words, leaving aside important dimensions of the lexical word, such as its functional role in the text and in the interaction.