A incorporação dos gêneros digitais nas propostas de redação nos concursos vestibulares da UNICAMP

Abstract

Digital textual genres are part of everyday life, in which the use of electronic media, such as cell phones, tablets and computers, is increasing. In this way, it becomes natural that we are producing texts on these supports on a daily basis, which makes such genres of great social circulation. Thus, it is understandable why schools are proposing to incorporate these text formats in the teaching of the Portuguese language. Observing this scenario, we also noticed a movement by the organizing committees of entrance exams to incorporate digital textual genres in their tests. This research therefore aims to analyze the writing proposals that address digital textual genres in the entrance exams of the University of Campinas (Unicamp) from 2019, with the advent of the National Common Curricular Base (BNCC). For this, first, the textual genres required in the entrance exams of the aforementioned institution were raised to find out how digital genres are integrated in the context of textual production in the entrance exam, especially with regard to the knowledge of the candidate (student) regarding the genre and the characteristics that the text under analysis may present. Based on the evaluation criteria of the Permanent Commission for Unicamp Entrance Examinations (Comvest) and on gender studies from a sócio-rhetorical perspective, we analyzed the essays that make up the Comvest archives with comments from the 2019 and 2020 exams and also the essays that are included in the “newsroom notebooks” for 2020 and 2022, which compile fifteen texts by candidates considered high marks. We sought to observe how the production of these genres by the candidates occurred and what were the expectations of the evaluating board, especially with regard to the characteristics that such genres require. Based on studies by Swales, Bazerman and Miller, we focus on elements such as rhetoric, reading strategies, communicative purpose and textual texture (cohesion and coherence), to verify the structure and linguistic elements of texts produced in the context of university entrance exams. Based on Marcuschi and Xavier (2010), we cover concepts of digital genres, and with the perspective of Ribeiro’s (2021; 2018) studies, we base the changes in the production of meanings in the information age, as well as the formation of readers and authors of texts. Although the functional and formal elements are inseparable from the genres, considering the uniqueness of each genre, we observed that candidates with aboveaverage grades meet the basic requirements that characterize the requested genres, which leads to a good evaluation by the examining board.