A gramática na leitura pela leitura da gramática: verificação de desempenho em língua portuguesa do ENEM

Abstract

In this thesis, we analyze a corpus composed of Portuguese Language issues of ENEM from the years of 2010, 2011, 2012 and 2013, to note how grammar and reading are involved in understanding the text. We consider the hypothesis that grammatical components are usually neglected in descriptions and reading processing studies, since students have shown less performance on issues involving the grammar. With justification in Azeredo (2013a/b, 2007a/b, 2004), Kleiman (2013, 2006, 2004a/b), Marcuschi (2008, 2006, 2003), Travaglia (2013, 2009, 2004, 2002) and in official guidelines for teaching (NCPS, PCNLP, OCNEM) we describe how grammatical content are deployed in production of senses by reading. The array of Skills from SAEB is employed as a reference for explanation of skills, in the analysis of the issues from the ENEM, which are applied via tests in two different high school classes, resulting in a percentage of utilization. These results constitute the level of development of student s reading. We propose, then, a new description of procedures on issues of grammar, considering notions of understanding, recognition and grammatical application