A construção de sentidos em textos metafóricos no enem: uma análise da interpretação de alunos do 2° e 3° anos com TEA do ensino médio no IFAP

Abstract

This work is the result of a Final Course Project (TCC) that aims to analyze the construction of meaning based on metaphorical texts presented in the area of knowledge “Languages, Codes, and Their Technologies” of the In the National High School Exam (ENEM) for students with ASD in the 10th and 11th grades of the Federal Institute of Amapá in order to understand the cognitive process of reading and interpreting texts. year of high school at the Federal Institute of Amapá, in order to understand the cognitive process of reading and interpreting texts. To this end, in my theoretical contribution, I first provide a brief history of its definition and characteristics and then discuss the concepts of reading debated by Elias and Koch (2008) and Marcuschi (2008), as well as articulating reading on the autism spectrum (Aires, 2023), (Nunes and Walter, 2016), (Grigorenko et al., 2002) (Silva, 2022) (Ribeiro et al., 2021). In addition, it describes the ENEM, its objectives, its structure in the Languages, Codes, and Their Technologies test, and, finally, analyzes the concept of conceptual and linguistic metaphor. The research is basic in nature, with a qualitative approach for descriptive and explanatory purposes, using field research at IFAP as the procedure and interpretive analysis (Severino, 2013) for data analysis. According to the results, it was evident to note the students' commitment to metaphorical texts because of their literalness and the difficulty in interpreting the implicit meanings of metaphors, so that their interpretation is limited and superficial