Multiliteracies and knowledge objects in the National High School Exam (ENEM): a look at the examinations in the area of Languages, Codes and its Technologies

• Autor(a) principal: Crestani, Luciana Maria
• Data de Publicação: 2018
• Outros Autores: Cayser, Elisane Regina, Amarante, Luciane Maria do
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/30537
• topic: Multiliteracies; National High School Exam (Exame Nacional do Ensino Médio; ENEM); Knowledge objects in the area of Language; Codes and its Technologies; Multiletramentos; Examen Nacional de Enseñanza Media (ENEM); Objetos de conocimiento del área de Lenguajes; códigos y sus tecnologías; Multiletramentos; Exame Nacional do Ensino Médio (ENEM); Objetos de conhecimento da área de Linguagens; códigos e suas tecnologias

The present work aims to bring together and compare the multiliteracies studies and the knowledge objects featured in the examinations of Languages, Codes and its Technologies of the National High School Exam (ENEM). The theoretical background is mainly based on the multiliteracies studies interfacing with the National Curricular Parameters – for the Elementary School (1998) and the High School (2000) – and the ENEM Reference Matrix (2012). The main purpose of this document is to analyze the questions presented in the examinations from 2013 to 2016, aiming to understand how they include the skills related to multiliteracies, more precisely to the multiple semiosis and technologies involved in the interaction processes, as well as to the multiculturalism inherent to social formations. We selected four questions addressing such skills to be included in the corpus of this study. The analysis indicates that those skills are implicitly intertwined with the wording of the questions, demanding the students to be somewhat familiar with them, so that they could make a proper interpretation of the questions. It also indicates the need to elaborate, more and more, teaching activities which are effectively oriented to multiliteracies, in order to contribute to the formation of individuals who can use the skills acquired in school to improve their interaction and problem solving techniques within the social environment.