DA FALA PARA A ESCRITA: a instauração de um habitus

Abstract

The present paper approaches the relation between speech and writing and its conditions of production, departing from the analysis of texts elaborated by students at the end of high school, in a state public school. It aims at identifying what justifies the so-called low performance, continually pointed out in the reports of Exame Nacional do Ensino Médio (ENEM) as an unquestionable consequence of the little competence of students in the public schooling net. It seeks for registering how the discriminations involve writing and are legitimated by means of the meritocratic speech of ENEM. To achieve such discussion, an entwining was done between Linguistics and Sociology of Education. The studies of Saussure, Chomsky and Bakhtin constitute the departing point so that one can question the language and competence conceptions adopted in ENEM. The concept of language as organized heterogeneity of Labov, added to the researches of Bortoni-Ricardo about speech and writing in school, appear as a fundamental element for the understanding of how the discriminations happen under the stigma of error , departing from the linguistic variation used by a certain social group. The anthropological studies of Goody allow understanding how the introduction of writing marks the reformulation of thinking and redefines the legitimate language practices in a society. Bourdieu‟s Sociology of Education provides the determinant tools for the analysis of the ENEM formal criteria, so as to understand how the meeting between the class habitus of the student and that one valued and reproduced by the school promotes the distinction, that is, how the process of social classification departing from school categories happens.