The argumentative functioning of the point of view in Enem's perfect-score essays

Abstract

This article aims to investigate the argumentative functioning of the point of view in perfect-score essays from the 2021 edition of the National High School Exam (Exame Nacional do Ensino Médio – Enem). The perspective we adopt allows us to understand that there are always points of view in any text, revealing a central point of view along with a variety of other perspectives managed by the speaker/enunciator to produce meaning (Rabatel, 2016). In this context, we analyze how the management of points of view performs functions in the construction of argumentation in Enem essays awarded the perfect score. For this purpose, we rely primarily on Rabatel's enunciative and interactionist approach to narrative (2016; 2021), the Discourse Analysis framework proposed by Ruth Amossy (2008; 2011; 2020), and Brazilian Textual Linguistics (AUTHOR01, 2024; AUTHOR02, 2024; Cavalcante et al., 2022; Custódio-Filho and Cavalcante, 2023). Methodologically, this is a qualitative, documentary research with a descriptive-interpretative method and an applied nature. The results indicate that the management of points of view is fundamental for developing well-consolidated argumentation, serving as a foundation for constructing rational, consistent, persuasive, and well-grounded arguments, directly contributing to the validation of the position adopted by the primary speaker/enunciator.