Articulação entre verbo-visualidade e letramento crítico: produção de sentido nos textos motivadores das propostas de redação do ENEM

Abstract

This study aims to analyze, from a diachronic perspective, how the articulation of verbal-visual texts, used as prompts in the ENEM essays, mobilizes critical literacy and enables the production of meanings. To achieve this, we established specific objectives: a) examine how dialogical relationships favor the production of meanings; b) analyze how verbal-visual languages are organized in the motivating texts of ENEM essays; c) investigate how the articulation of verbal-visual language forms the evaluative/valuative tones of motivating texts; d) analyze how critical literacy can contribute to the production of meanings in ENEM essay prompts. For this research, verbal-visual texts from the collection of the regular ENEM exams over the last 10 years (2013 to 2023) were selected from a diachronic perspective. The research is conducted in the field of Applied Linguistics (LA), understood as “a way of creating intelligibility about social problems in which language plays a central role” (Moita Lopes, 2006, p. 14) and adopts a qualitative-interpretative approach that allows the researcher to pay attention to the particularities of the contexts and situations addressed by the research, cultivating a critical, conscious stance, responsible for decisions and actions (Flick, 2009). The theoretical-methodological framework is based on the dialogical conception of language, developed by the Bakhtin Circle (Bakhtin 2010, Volóchinov 2017); on verbal-visuality from Brait’s studies (2010), literacy studies (Soares, 2005), (Kleiman, 2008) (Street 2003), critical literacy from Cassany and Castellà (2010), Lankshear and MacLaren (1993), Carbonieri (2016), and Kalantzis & Cope and Pinheiro (2020), reading and its processes Leffa (1999), Kleiman (2004), among others. For the research, we established two categories aligned with the research objectives, based on the theories that underpin this study. These categories allowed us to examine, through the dialogical relationships of language, the sociocultural relationships, tensions emerging in the intersubjective interaction between the participating subjects of enunciation, the author, the reader, the text, and context, revealing the different perspectives and worldviews of these subjects.