As questões de múltipla escolha e a noção de compreensão no Exame Nacional do Ensino Médio.

• Autor(a) principal: Gomes, Alexandre Duarte
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNICAP
• Texto Completo: http://tede2.unicap.br:8080/handle/tede/1519
• topic: Teses; Escolas - Avaliação; Leitura; Testes de múltipla escolha; Língua portuguesa - Gênero; Theses; Schools - Evaluation; Reading; Multiple choice tests; Portuguese language - Genre; LINGUISTICA, LETRAS E ARTES::ARTES

The main goal of this thesis is to study the procedures used in ENEM (Brazilian high school evaluation) to assess reading comprehension through multiple-choice questions. This research focuses, first, on the reader’s comprehension in the practice of assessing by a national exam. Secondly, it dwells upon how multiple-choice questions can please the reading perspective inserted in official documents (1997, 1998, 2000, 2006, 2017). We adopted the Dialogical Discourse Analysis as the fundamental theoretical basis of this research ‒ especially the notions of discourse genres, dialogical relations, alterity, and responsive understanding (BAKHTIN, [1929-1963] 2010, 2012, [1934-1935] 2015, [1952- 1953] 2016; VOLÓCHINOV, 2013, [1929] 2017) ‒ to discuss not only issues strictly related to language but also aspects that refer to the dimension of language teaching and learning. We used the analytical categories proposed by François and Cunha (1992), as well as Rojo (2004, 2009), to analyze the corpus, constituted by the questions from the 2009 to the 2015 editions of Enem’s Language, Codes and their Technologies tests. Although there is a diversity of speech genres in the analyzed evaluations, we found that the genres of several texts presented are not possible to be identified. That is because the adaptation processes carried out by Enem alter the aspects that define the relative stability of the genre to such a degree that the ability to identify it is lost. Another pertinent fact indicated by the analysis is the presentation of the text meaning within the question itself. The question creator carries out the text’s “conclusion” in the very question, so the candidate is only required to validate the point of view that has already been expressed by the creator. In conclusion, we can say that multiple-choice questions in Enem, when used to assess reading comprehension, follow two main strategies: 1) the use of the text adaptation process, which alters the meaning of the “original text”, sometimes becomes exclusively the adapter’s axiological position; 2) the creation of the questions establishes, at different levels, the “conclusion” of the text presented. Thus, the strategies to create the multiple-choice questions used in this exam oppose to what, hegemonically, current studies on reading indicate: the construction of meaning in a text occurs through the relationship between author-reader-text.