A intertextualidade como estratégia de demonstração de repertório sociocultural em redações do Enem

Abstract

This present work is dedicated to analyzing the presence of intertextuality in essays from the National High School Exam (Exame Nacional do Ensino Médio - ENEM) for the years 2021 and 2022, and how this relates to the criterion of demonstrating sociocultural repertoire required by the evaluation. To do so, it relies on the conception of text and intertextuality proposed by Fávero, and Koch (2012), Koch (2022),  Koch, Bentes, and Cavalcante (2012), and Marcuschi (2008), prominent figures in Textual Linguistics. The research is grounded in this area of Linguistics and aims to establish connections between the mentioned concepts, the perspective found in the guidelines of Inep, the organization responsible for ENEM, and, above all, the reality of texts produced by students. The evaluation demands, in competence 2 presented in the "Cartilha do Participante", the use of references that support the arguments presented throughout the text. To meet this criterion, students resort to intertextuality. Although it is a natural component of coherent texts, it can be used tactically, especially stricto sensu intertextuality, which is observed in this research. In this sense, according to the results of the analysis, the participants not only make use of this resource but also demonstrate through the intertexts the ability to argue, authorship, and a strategic use of the social voices that permeate them.