Navegando por Autor "Silva, Isaac Oliveira do Nascimento"

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    Estilo e subjetividade em textos dissertativos-argumentativos: a busca por traços de autoria em redações do exame nacional do ensino médio
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-25) Silva, Isaac Oliveira do Nascimento; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Silva, Wellington Barbosa; http://lattes.cnpq.br/8205476176956592; Cavalcante, Sandra Araújo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441; Santos, Erinaldo da Silva; http://lattes.cnpq.br/7428490483642315
    The present course completion work aims to analyze the discursive genre 'essay' in order to identify authorship traits in essays from the National High School Exam (ENEM) for the years 2023 and 2024. The focus of the research is on examining the existence of authorial and stylistic traits in these texts, even in the face of the use of 'generic essays' structured models previously created by students or artificial intelligences to adapt to different proposed themes. The research is qualitative in nature, of a documentary approach, following the principles of interpretative Applied Linguistics, and adopts a dialogical theoretical basis from the Bakhtin Circle, understanding language as a historical, social, ideological, and international phenomenon. It also utilizes the views and thoughts of authors such as Silva (2015), Sobral (2009), and Possenti (2009) for a better theoretical foundation. Furthermore, during the investigation process, lexical, compositional, and intentional aspects were considered, allowing for the identification of how students contextualize social and normative discourses to assert their authorship in a regulated context. The results obtained, despite the format required by the exam that 'invites' participants to use conventional structures, reveal a multiplicity of voices and positions that express the active presence of the authorial subject. Furthermore, the uniqueness and linguistic transformation were noted, corroborating the Bakhtinian perspective of language as a space for dispute and negotiation of meanings. Finally, it was found that the essays of the ENEM, when analyzed from different angles and perspectives, transcend their evaluative role, constituting symbolic spaces where young people express their worldviews, values, and opinions, thus resisting standardization through creativity and reinterpretation of the models offered by the media and others, reaffirming the importance of considering school texts as dynamic fields of human expression.