A CONSTRUÇÃO DE SENTIDO EM ITENS DE LÍNGUA INGLESA DO ENEM
multimodalidade, projeções conceptuais e leitura interdisciplinar
Keywords:
Multimodality; ENEM; Cognitive Linguistics; Conceptual Projections; Reading in English.Abstract
The National High School Examination (ENEM) has become one of the main mechanisms for access to higher education in Brazil. In the English language section, the interpretation of texts requires more than simple lexical translation, demanding the articulation of multimodal elements, conceptual projections and interdisciplinary knowledge. This study aims to analyze selected English questions from the ENEM in order to identify the cognitive and semiotic resources involved in the construction of meaning. The analysis is based on the theoretical framework of Cognitive Linguistics, particularly the concepts of conceptual projection and blending (Fauconnier; Turner), as well as on the notion of multimodality proposed by Kress and Van Leeuwen. The results indicate that the interpretation of ENEM questions depends on the integration of verbal and visual elements, the activation of cultural and interdisciplinary knowledge and the recognition of distractor strategies in the answer choices. The findings suggest that effective preparation for the exam requires reading strategies that go beyond translation and incorporate multimodal and contextual interpretation.
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