Da sala de aula para o enem: estudo comparativo da colocação pronominal clítica em descrição e análise

Abstract

This dissertation, through a descriptive and comparative study, seeks to describe how the clitic placement is presented in high school textbooks in the period from 2009 to 2020, as well as the way how this content is required by assessment instruments in basic education, specifically in the High School National Exam (HSNE = ENEM), in the period from 2009 to 2019. The choice to investigate the HSNE assessment instrument is justified by the fact that this test is the main access (selection) form to higher education degrees in Brazil, while the choice to describe the clitic placement content in textbooks is justified by being the most used educational instrument in Brazil public schools. In general, both the teaching materials and the HSNE tests presented a textual genre diversity to contextualize the clitics content. The comic strip text genre, until 2017, had a featured role in the textbook, while in the HSNE tests the scientific/journalistic text genre excerpts were used more frequently, demonstrating greater proximity to the formal language standard context for the clitic use. The epilinguistic versus metalinguistic factor comparison demonstrated a convergence between the teaching and assessment instruments since both presented a large amount of epilinguistic activities to deal with the linguistic phenomenon. It is also important to emphasize the metalinguistic activities existence in the HSNE test which shows coherence between teaching and assessment. Therefore, due to the results found, this study defends the different grammar conception use in the classroom, such as those presented by Possenti 1996 (the normative, the descriptive and the gerative/internalized), to fulfill the objective of a more critical and citizen education of the student. Specifically, this work corroborates studies that defend the teaching of grammar, taking into account the support of a more scientific/generative grammar in schools, such as Kenedy (2013), Oliveira and Quarezemin (2016), Pilati (2017), Medeiros Junior and Simioni (2020), Perini (2010), Duarte (1989), Câmara Jr. (2004[1970]), Kato (2005), Vieira; Brandão (2007), and Faraco (2008), so that the cultured language modality grammatical phenomena teaching can be better understood by the student, as well as the understanding of their linguistic system (PILATI, 2017).