SILVA, V. L. P.; SILVA, Vanessa Luciene Pereira da.
Resumen:
Whereas, in the Brazilian educational context, the National Secondary
Education Examination (ENEM) is characterized by allowing the access of students to
universities and, specifically, the test writing has eliminatory character, this work aims to
analyze the structure textual-discursive the wording of ENEM (2010-2014) through the
compositional description of the text - its sequels, construction textuality (cohesion and
coherence) and thematic content. For this, we constructed a corpus of thirty essays whose
collection was performed on material from public textual document, available on the internet.
Paying attention to this analysis, the text design is not configured as a random jumble of
phrases, but it is understood in its communicative unit, ie in the process of production and
reception (MARCUSCHI, 2008). Therefore, this work is based on the contributions of textual
Linguistics (BENTES, 2001; FÁVERO and KOCH, 2012; MARCUSCHI, 2008; KOCH,
2009); and argumentative nature Text (GARCIA, 1982; KOCH, 1987; PERELMAN and
OLBRECHTS-TYTECA, 2005; J. M. ADAM, 2008; BRONCKART, 2012). In light of these
concepts, it seeks to describe and analyze: the thematic content; textuality (cohesion and
coherence); typological sequences; types of arguments and; argumentative strategies. The
study is justified because it seeks the understanding of text organization, as it seeks to analyze
and describe how the candidate meets the required textual organization structure; subsidizes
the process of learning this as important text, given that the participant runs the risk of being
penalized with a score of zero (0) if they do not obey the dissertative-argumentative text and
type; assists the teacher in the choice of writing teaching strategies, since the requirements
present in the writing of ESMS lead reformulations in the education system, curricula and
planning, day-to-day classroom. Our results indicate that in the textual-discursive structure
described and analyzed in newsrooms ENEM (2010-2014) correspond to the organization's
draft proposal, as well as to what is expected of argumentative-argumentative text, or
precisely their sequences, but also feature a dynamic recurrence of gender, because applicants
blend, for example, the simultaneous occurrence of the intervention proposed and the very
conclusion. Thus print in their texts peculiarities that are consolidated in Marcuschi (2006)
names as fluidity of gender.