ENADE Letras key terms

Normative document that sets the required profile, competences and content for undergraduate Letras programs in Brazil, guiding curriculum design, teacher formation and evaluation.

Description of the knowledge, skills and attitudes a graduate should demonstrate at the end of the program, used as a reference for planning and assessment.

Initial and continuing preparation of teachers, covering didactic knowledge, linguistic and literary content, supervised practice and reflection on classroom experience.

Required practical activities integrated throughout the program, linking theoretical study to real educational contexts without replacing the supervised internship.

Obligatory supervised teaching experience in schools, planned with the cooperating institution and accompanied by a faculty supervisor, connecting academic study to professional practice.

Organized set of learning experiences, contents and activities that structure a program, reflecting institutional choices and the demands of the professional field.

Approach that integrates knowledge from different areas or disciplines to address complex problems, encouraging dialogue rather than isolated treatment of content.

Social use of reading and writing in specific contexts, going beyond decoding to include participation in literate practices and genres valued by a community.

Process of learning the alphabetic writing system and its conventions, enabling the learner to decode and encode written language with increasing autonomy.

Relatively stable forms of discourse shaped by social situations and communicative purposes, such as letters, news reports, recipes or academic articles.

Classification of texts by dominant organizational patterns, such as narrative, descriptive, argumentative, expository or injunctive structures.

Internalized knowledge of the language system that allows a speaker to produce and interpret utterances, including phonological, morphological, syntactic and semantic aspects.

Coexistence of different but legitimate ways of speaking within a language, linked to social, regional, historical or stylistic factors, without inherent superiority among varieties.

Discriminatory judgment against speakers based on their variety of language, often reflecting social hierarchies rather than linguistic criteria.

Conventional model of language use codified in grammars and style guides, associated with formal written contexts and often taught in schools.

Descriptive-prescriptive account of a language that states rules for correct usage, frequently based on literary models and used as a teaching reference.

Study that describes how a language is actually used by its speakers, without prescribing what should be considered correct.

Branch of linguistics that studies the sound system of a language, including phonemes, syllable structure and phonological processes.

Area of linguistics concerned with the internal structure of words, including roots, affixes, inflection and word-formation processes.

Study of how words combine into phrases and sentences, covering constituent structure, grammatical relations and sentence types.

Study of meaning in language, including word meaning, sentence meaning, reference and relations such as synonymy and antonymy.

Field that examines how context, speaker intention and inference shape meaning in communication, including speech acts and implicature.

Approach that studies language in use as socially situated practice, examining how discourse constructs meaning, identities and power relations.

Set of linguistic resources, such as pronouns, connectors and lexical repetition, that link parts of a text and contribute to its unity.

Global semantic and pragmatic unity of a text, resulting from the relations among its parts and its adequacy to the communicative situation.

Presence of references to other texts within a text, through quotation, allusion, parody or other forms of dialogue between discourses.

Study of literature across languages, cultures and periods, examining relations, influences and shared themes among literary works.

Body of works traditionally considered exemplary or central within a culture, shaped by institutional, historical and ideological criteria.

Interpretive examination of a literary work, considering elements such as structure, style, themes, narrator and historical context.

Literary and artistic movement of the seventeenth century marked by contrast, paradox, elaborate metaphor and tension between earthly and spiritual concerns.

Nineteenth-century movement emphasizing subjectivity, emotion, nationalism and idealization, influential in Brazilian literature from 1836 onward.

Twentieth-century movement that broke with academic conventions, valuing formal experimentation, national identity and everyday language, launched in Brazil in 1922.

First language acquired in childhood, usually the language of primary socialization and a central object of study in Letras programs.

Language learned after the first language, studied for communicative, academic or professional purposes, involving intercultural competence.

Recognition of and dialogue between different cultural identities, promoting mutual understanding rather than assimilation in language teaching.

Systematic set of principles and procedures guiding how content is planned, presented and assessed in educational settings.

Process of collecting and interpreting evidence about student learning to inform teaching decisions and certify achievement, using varied instruments.

Systematic investigation in language, literature or teaching, applying recognized methods to build knowledge and support informed practice.