Erros e dificuldades de aprendizagem em língua portuguesa no ENEM: o desempenho de candidatos selecionados à UFRN via SISU, de 2014 a 2017
This dissertation aims to analyze errors in the Portuguese language questions of the ENEM tests applied between 2013 and 2016, since this exam makes it possible to identify students' learning difficulties in relation to high school content. The methodology applied was that of error analysis,...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/32644 |
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| Resumo: | This dissertation aims to analyze errors in the Portuguese language questions of the ENEM
tests applied between 2013 and 2016, since this exam makes it possible to identify students'
learning difficulties in relation to high school content. The methodology applied was that of
error analysis, which has been relevant for the improvement of the teaching and learning
process, as it can point out the students' learning difficulties in content approched in the
classroom and raise the needs for adaptation and development of the content in order to
improve the teacher’s proceeding and the students’ performance. In addition to the error in the
application of the content of the Portuguese language to the solution of the questions, the
conception of reading error was also verified, in the broad and strict senses, which constitutes
the only possible linguistic competence to be assessed in this type of evaluation. The corpus
of the research was the performance of the candidates to UFRN selected in the first call of the
SISU, in the years 2014 to 2017, which, despite being the students with the best performance,
still demonstrated difficulties in some contents of the discipline. The data revealed issues with
low and very low performances, with emphasis on question 106, of the 2016 LCT test, which
had the lowest performance in the four years under study. The contents in which the
candidates presented greater difficulties were: textual cohesion, linguistic variation,
metalanguage, intertextuality and argumentative strategies. In relation to reading, there was a
greater difficulty in relation to reading in the broad sense, that refers to the mobilization of the
subject's knowledge to solve the question. Through this analysis, this work can provide high
school teachers of the Portuguese language with a return from their work as well as to
contribute to the reflection on teaching practices and result in an improvement in the
processes developed in the classroom in that discipline. |
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