Análise de construções linguísticas topicalizadas nos parágrafos de introdução do texto dissertativo-argumentativo : redações do ENEM

Abstract

This research aims to analyze topicalized linguistic constructions in the introductory paragraphs of argumentative-essay texts, specifically in high-scoring essays (nota mil) from the National High School Exam (ENEM), available on digital platforms. Based on this analysis, the aim is to answer the question: “What linguistic constructions are most recurring at the beginning of the paragraphs that make up the introduction of the argumentative essay?” To achieve this purpose, we seek to identify the most recurring patterns from the linguistic constructions present in the first topical sentence of the introductory paragraphs of the analyzed essays. The research addresses the following questions: a) Quantitatively analyze the profile of ENEM registrants from 2010 to 2019; b) Analyze the third-year high school textbooks, comparing them with the teaching proposal of the argumentative-essay text guided by the National Common Curricular Base (BNCC); c) Analyze the introductions of essays through discursive practices materialized in texts; d) Highlight how the individual shares the joint attention space with the reader in the introductory paragraph of the ENEM essay; e) Determine if there is mobilization of the mental trigger of authority present in the introductory paragraphs. To fulfill these objectives, this research is based on studies of Text Linguistics and Cognition, drawing on the works of Tomasello (2003), Koch (2009), Marcuschi (2016), Travaglia (2009), Vicente (2014), Cunha (2016), and Givón (1995), along with Functionalist studies based on Defendi (2013), Martellota (2006), and Neves (2002, 2003). Using the theoretical foundation provided by these researchers and considering the canonical structure of the argumentative-essay, 55 high-scoring essays collected from educational platforms and websites from previous exam editions were investigated. The analyzed essays underwent qualitative treatment and were identified/categorized into four most recurrent patterns: citation, observation, declaration, and enumeration. Using official data provided by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), we seek to expose the profile of candidates enrolled in the evaluated editions. The teaching of text presented by the BNCC is highlighted, aiming to elucidate how the textbook addresses and guides the teaching of text production in High School. It was essential to verify the actual use of the textbook as a subsidy for the teaching-learning process of students. Moreover, it is highlighted that despite many technological and educational advancements, textbooks continue to be seen as a crucial instrument in the school context. On the one hand, the textbook constitutes an important teaching tool; on the other, we identify that the textbook does not always effectively fulfill and contribute to student learning. Therefore, it is important for teachers to consider the textbook as an instrument in the classroom, but not as the sole methodological support for teaching.