The appropriation of the item genre by teachers

a lexical approach

Abstract

The main objective of this paper is to reiterate the importance of teachers using the item, discourse gender prototypically evaluative. Consequently, it is taken into consideration the lexical configuration of the items which have been used in
Enem´s exam since its first edition, in 1998, until its latest edition, in 2018. Three categories of lexical classification have been taken under consideration: a) “everyday language” linguistics structures; b) expertise linguistics structures and
c) linguistics gender structures. The ideas exposed here are all according to the studies of the expertise languages (HOFFMANN, 1988; TUTIN, 2007; KILIAN e LOGUERCIO, 2015).The items have been processed with the help of AntConc, a software specially designed to electronically analyse lexicon in texts. The results show that, besides other formal features that make the item an expertise
educational tool (and that, therefore, needs technical knowledge to its
elaboration), the lexicon is also part of these expertise knowledge, being a crucial part of the teachers´ required knowledge to enable them to make more consistent evaluations according to what most schools pursue: its students success in countrywide exams, like Enem itself. Such conclusion is possible due to the
delimited linguistics´ gender structures, that is, by the proving of the existence of linguistics structures which are specific to the making of these discourse gender. It is a basic requirement that teachers (and examiners) know these structures, so
that they can, efficiently, use them in their tests and exams.