Anáfora encapsuladora em redações nota 1000 do ENEM

Abstract

The general objective of this monograph is to analyze occurrences of encapsulating anaphora on 1000 grade essays from the National High School Exam. This test, carried out annually, is used to access higher education, through various educational programs, such as the Unified Selection System and the University for All Program, as well as to access financing and student support. Theoretically, this research is anchored in contributions from Semantics and Textual Linguistics, focusing on studies of referencing and, specifically, on the referential processes of the text. For this study, qualitative research was used, regarding the explanatory approach, referring to the purposes, and bibliographical, relating to technical procedures, with an interpretative analysis model. The corpus consists of three ENEM 1000 grade essays, in which the semantic relationships established between anchors and encapsulations were analyzed. As results of the work, it was observed that the most used semantic relations were: thematic roles, synonymy and antonymy, hyperonymy, as well as temporal, epistemic and deontic modalities. Furthermore, the encapsulating anaphoras contributed to the intra-paragraph cohesion of the text, allowing producers to meet competency IV, which concerns knowledge of the linguistic mechanisms necessary to construct the argument. Finally, it is expected that this work will contribute to research on encapsulating anaphora in argumentative dissertations, with a view to deepening the theory about the semantic relations involved in this linguistic phenomenon.