Banca de DEFESA: JULIA MOUTINHO DIEFENTHALER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JULIA MOUTINHO DIEFENTHALER
DATE: 24/01/2024
TIME: 09:00
LOCAL: Sala 37 do Instituto de Letras
TITLE:

Metapragmatics, power and education: the social representation of women in the ENEM's Languages, Codes and Technologies section

KEY WORDS:

metapragmatics; power; education; women; ENEM

PAGES: 120
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The main aim of the National High School Examination (ENEM) is to assess student performance at the end of basic schooling, although it also covers a number of other functions, such as guiding the high school curriculum. In the light of the development of the organisation of Brazilian education, the exam is based on documents such as the 1988 Federal Constitution, the Education Guidelines and Bases Law (1996) and the National Common Curriculum Base (2018). Due to the significance of the exam, the importance of which goes beyond academic discussions, the debate about whether Portuguese language teaching provides for the development of the Competences and Skills set out in the exam's Reference Matrix and, even more so, whether they actually materialise in the test, is gaining relevance. If we consider that linguistic meanings are not categorically organised because they emerge from interaction, understanding language as a social practice implies understanding it as a historically situated action, which is socially constructed and builds social identities, social relationships and systems for recognising beliefs (Resende and Ramalho, 2005). Assuming that education is constituted as a social practice (Fairclough, 2001), since it produces, reflects and is reflected by various discourses, which manipulate and are manipulated by networks of power, it is possible to recognise the relevance of the ENEM Language test in covering themes that go beyond traditional linguistic knowledge. Knowing that the construction of meanings is dialogical and that every sign is ideological, we discuss the reciprocal negotiation of others' alterity, an aspect that, when related to the (re)construction of a collective social imaginary about the representation of women in a large-scale assessment, deserves attention. For this reason, the general aim of this essay is to analyse the presence of hegemonic metapragmatics in the ENEM Languages, Codes and their Technologies test, which make up the Brazilian collective social imaginary, in relation to the representation of women in the assessment, in order to give visibility to possible linguistic-discursive violence. To this end, as a theoretical framework, we use Text Linguistics, with a socio-cognitive and socio-interactional approach, based on Koch (2015), Marcuschi (2015), Bazerman (2011), Cavalcante (2019) and Van Dijk (2012), in dialogue with the Pragmatics of Pinto (2019), Dias (2019) and Signorini (2008), in addition to aligning ourselves with Feminist, Decolonial (Fanon, 2010; Santos, 2002), Educational (Hooks, 2019) and Discursive (Thompson, 2011; Fairclough, 2003, 2006; Van Leeuwen, 1997) contributions. As a method, this qualitative research used Critical Discourse Analysis (Fairclough, 2001; Resende and Ramalho, 2009; Bessa; Sato, 2018) and Documentary Analysis (Cellard, 2008; Alves et al., 2021; Kobashi, 1996), choosing the 2009 to 2022 ENEM Language tests as the corpus, as well as the BNCC documents and the Languages test Reference Matrix. After filtering, the inclusion criteria were literature questions whose motivating texts present realistic stylistic aspects, due to the engaged aspect of this artistic movement. The results showed that the main theme of the questions analysed was the family, as well as giving rise to metapragmatics typical of a historically constructed patriarchal culture. We expect to suggest possible pedagogical approaches that can give visibility to the metapragmatics that result from a critical reading of the text (and authorship), the command/enunciation and the items/answer together, in order to build Portuguese language learning that is conducive to overcoming asymmetrical power relations and developing the student's critical awareness.

COMMITTEE MEMBERS:
Externa ao Programa - 2194693 - ADRIANA DE FATIMA ALEXANDRINO LIMA BARBOSA - nullExterna à Instituição - ANA LUCIA TINOCO CABRAL - PUC - SP
Presidente - 1209022 - RODRIGO ALBUQUERQUE PEREIRA
Interna - 2504998 - VIVIANE CRISTINA VIEIRA