Os gêneros discursivos nas tarefas do Celpe-Bras à luz da política linguística brasileira

Abstract

Since its first edition in 1998, Celpe-Bras has been the official Brazilian Portuguese proficiency exam, integrating the country's language policy to promote this variety in the global and multilateral context. More than just a certification, the exam represents an ideal of proficiency, communication, and language. This study will analyze tasks 3 and 4 of Celpe-Bras based on socio-rhetorical theory and language policy. The first approach will allow for an understanding of the organization of tasks as social facts, while the second will help contextualize them within the political structure of language. The genre analysis will be based on Bazerman (2015a; 2015b, 2020, 2021), particularly regarding the structuring of activity systems and the coordinated use of language in speech acts. This analysis is important because the exam is based on a communicative approach, focusing on the candidate's ability to manipulate language for various

purposes. Meanwhile, language policy will be examined from Spolsky's (2007, 2009) three- dimensional perspective, which views it as a set of daily practices, beliefs about language, and

planned actions, in addition to the notion of domain. This framework considers language policy not only as a coercive system but as a set of interconnected influences. The research follows a qualitative documentary methodology within applied linguistics, treating the exam as part of a system interconnected with other social practices. The methodological scope focuses on tasks 3 and 4, which share the same skill requirements for completion. By analyzing the past three years of the exam (2021, 2022, 2023), the study seeks to identify recent pedagogical and political trends. The results will provide a deeper understanding of Celpe-Bras, aiding in task interpretation, as well as in the development of didactic materials and more effective teaching strategies. In the socio-rhetorical field, the findings indicate that the speech acts produced by the exam are coherent but may generate noise due to the complexity of the required resources. Politically, the exam goes beyond mere language assessment, contributing to the maintenance of social agendas. Celpe-Bras is not neutral, as it addresses relevant contemporary issues, reinforcing an educational role as well.