LINGUISTIC VARIATION IN ENEM TESTS (2018 TO 2023): A PRAGMATIC AND DISCURSIVE ANALYSIS FROM THE PERSPECTIVE OF EDUCATIONAL SOCIOLINGUISTICS

Abstract

This article aims to analyze questions on the ENEM (National High School Exam) from 2018 to 2023 related to linguistic variation, describing their pragmatic, semantic, and discursive approaches from the perspective of Educational Sociolinguistics. Furthermore, it aims to verify whether there has been an evolution in both the numbers and the treatment of concepts on linguistic variation over the years. It also seeks to demonstrate whether the questions addressing variation in the ENEM meet the BNCC guidelines. The research is based on the theories of Bortoni-Ricardo (2020), Andrade and Ko. Freitag (2016), and Faraco (2008), which support the analysis and discussion of the ENEM questions. The study uses the documentary method as a methodological procedure, of a qualitative and interpretative nature, focusing on the language, codes, and their technologies of the ENEM exams. Regarding the treatment of variation in the questions, there has been a significant increase in the approach to linguistic phenomena, as the ENEM questions correlate with the BNCC skills, thereby promoting the recognition and appreciation of linguistic diversity, highlighting its importance for communication and cultural expression in our country.