A intertextualidade do ENEM

Abstract

The National Secondary Education Examination includes intertextuality, through competence 7 and 22 ability, which address the relationship between different texts. Therefore, we aimed to assess the presence of items that explore the relationship of dialogue between the texts, the tests applied between 2009 and 2014. We adopted the postulates of Bakhtin (2012), Koch; Travaglia (2008) and Braith (2006), and situate the intertextuality in the context of a legal proposal adopted by the Law of Guidelines and Bases of National Education 9394/1996, National Curriculum Guidelines for Secondary Education and the National Curriculum Guidelines for Secondary Education, serving as legal guidelines for development and implementation of issues that address this relationship in the ENEM. Conducted survey of qualitative basis with quantitative support, analyzing the number of issues, as well as how to exploit them and the proposed writing. This survey highlights the occurrence, as well as intertextuality strategies to address the ENEM in the context of objective questions of Portuguese Language in Proposal Writing, and issues that explore the relationship between texts in other fields of knowledge. Therefore, this research helps confirm the importance of the relationship between texts being explored by the teacher of English language and teachers who teach other disciplines of Common National Base, as this guideline is widely explored in external relevance ratings, such as the ENEM.