Mecanismos de textualização: abordagens no ensino e na avaliação

Abstract

In the present study we examined issues of National Examination of Secondary Education (ENEM), which address the textualisation mechanisms, and issues of a collection of high school textbooks that address the same theme. In this context, we investigate whether there are differences between what is charged on the evidencethe government about textualisation mechanisms and what is taught in schools through textbooks. For this, we have chosen as a theoretical basis a conception of social-interactional language. We take as analytical reference the guidelines of the National Curriculum Guidelines for Secondary Education (PCNEM, MEC, 1999 and 2002), documents formulated by the Ministry of Education with guiding principles ofthe curriculum and its contents. This theme seems interesting to study since the Portuguese education today should address, according to PCNEM and the Common Basic Contents - CBC, reading, text production and grammatical studies in the same language perspective: communication tool of action and social interaction. Assumingthat language teaching-learning process, the text, through which we interact, stands as the reflection and analysis unit, the construction of its meaning depends on a number of language features, including, textualisation the mechanisms that according Bronckart (1999), "correspond to the general arrangements for the text thatcomprises the nominal cohesion, and verbal and connection mechanisms." In this context, it therefore show interesting and necessary efforts to enable the construction of bridges that can bring together what is charged on the evidence of the government, specifically the ENEM, and what is taught in the classroom, with regard to the mechanisms of textualisation, so the school environment may increasinglybecome a literacy room, a term taken as "the ability to make use of writing in social practices in which it is present." (KLEIMAN, 2002). After analysis, it was concluded that there is a line between what the ENEM snake on the mechanisms of textualisation and what is taught from the LDs, since the two analyzed collections explore activities from the perspective of the National High School Exam. But the teacher needs to make the right choices to have a quality of material that go help youdevelop in the student the necessary skills and abilities to he hits ENEM issues similar to those analyzed in this research.