The evoluation of approach of linguistic variation in enem assessment

Abstract

In order to observe how are treated the concepts about linguistic variation as preconized by official guidelines, e.g. Parâmetros Curriculares Nacionais and Programa Nacional do LivroDidático, we analyze the questions in Linguagem, Códigos e suas Tecnologias related of sociolinguiostic in exam of Enem assessment between 2000-2012, with the aim of correlate the information contained in this material to public policies directed to basic education, more effectively to high school, and mainly discussing the treatment of linguistic variation through the propositions of continuous Bortoni-Ricardo (2004). Considering the language from the sociolinguistic conception as heterogeneous, multiple and in permanent construction we raised the questioning of how to treat this heterogeneity and mutation, in a closed and limited space in the case a selection examination (objective test of Enem), which stipulates skills to be achieved and the means for this to occur. The analysis showed that there is a congruence as the requirements of official documents and the guiding rulers of the test, however, the observation of the questions showed how we still need to change for it to happen more effective variational approach in the Enem and in the Portuguese language teaching.