Uma análise enunciativo-discursiva do ethos do enunciador em textos preparatórios para o ENEM

Abstract

This research, situated in the field of Language Teaching and Learning, aims to develop an enunciative-discursive analysis of texts produced in the context of ENEM preparation. The study draws on conceptions of writing and language grounded in the framework of literacy studies from a discursive perspective, as discussed by Corrêa (2007; 2011) and Tfouni (2010), both of whom build on the French tradition of Discourse Analysis (Pêcheux, 2009; 2011). Based on these theoretical premises, we adopt Dominique Maingueneau’s (2005a; 2005b; 2006a; 2006b) concept of discursive ethos to understand how the writer’s way of saying is inseparable from a way of being. Thus, we conceive the subject not merely as an enunciative position, but as a historically situated voice and body, in dialogue with the conceptions of language and writing that ground this study. The corpus comprises twenty essays written on a specific theme — qualification and the future of employment — collected from an open-access online teaching platform used for ENEM preparation. Following the methodological principles of the evidential paradigm (Ginzburg, 1989), we identified two main traces that reveal how the enunciator constructs an image of self: (1) the thematic treatment of “employment,” that is, how the topic is semantically developed; and (2) the discursive event through which the writer, by working with language, inscribes dialogic relations with other voices in the construction of meaning. Drawing on Brito’s (2011) assumption that language and institutions are deeply intertwined, and that we speak with others’ words to construct our own discourse, the analyzed traces function as clues to reflect not only on the social and ideological positions from which these subjects speak, but also on the living heterogeneity that constitutes their writing. Ultimately, by moving beyond a normative framework that merely classifies produced texts as “good” or “bad,” this study seeks to contribute to reflections on a critical pedagogy of writing that denounces the catastrophic discourse surrounding writing and problematizes assessment practices.