A variação linguística no ENEM : análise sociolinguística de questões de língua portuguesa

Abstract

This study focuses on the theme of linguistic variation in the National High School Examination (ENEM), seeking to understand how this dimension of language is addressed in the Portuguese Language tests. The research is justified by the relevance of linguistic variation as an essential component in mother-tongue education, recognized since the 1990s in the National Curriculum Parameters (PCNs) and, more recently, in the National Common Curricular Base (BNCC), both of which highlight linguistic diversity as a constitutive element of Brazilian cultural identity. The general objective of this study is to analyze how linguistic variation appears in ENEM exams, investigating the ways in which the approach reflects sociolinguistic principles and addresses the issue of linguistic prejudice. Specifically, the research aimed to identify the types of variation present in the questions, to observe the evolution of the theme over the years, and to examine the exam’s relationship with official teaching guidelines. The methodology adopted was qualitative and descriptive, grounded in Variationist Sociolinguistics, through a comparative analysis of exam questions from three ENEM editions: 2016, 2020, and 2024. The results indicated that the presence of linguistic variation evolved from a punctual and illustrative approach in 2016 to a more critical and contextualized treatment in 2024, moving closer to BNCC guidelines, albeit in a limited way.