SUPERENEM: Aula #78 | Linguagens e Códigos

追加: 2026-05-10

[00:00:00]Hey guys. How are you all doing? Good afternoon.

[00:00:13]Where are you all? Have you had that refreshing drink of water yet? Have you had lunch yet? Did they have a snack? Okay, let's get back to our live stream.

[00:00:25]Let's continue our afternoon here, shall we?

[00:00:28]Now, let's have a wonderful lesson on a very important topic that always comes up in the ENEM exam, specifically in the language section, right? For those who don't know me, my name is Natália and I'm a teacher for the language section here at Super Enem, okay? Well, I share the language classes with Professor Élder Maravilhoso, whose classes you've probably already seen, right?

[00:00:56]Let's go back. Where is everyone in the chat so we can start today's topic?

[00:01:04]Let's go, everyone. And you guys are participating in our classes and our live streams, right? Anyone who doesn't have one is wasting time, huh? Call your friends over to participate, okay? From the live streams, watch our content, right? So, you need to sign up for Super Enem, access the platforms, submit your essay for correction on the platform, and participate in our review sessions, OK?

[00:01:36]Come on, everyone.

[00:01:55]We can begin.

[00:01:59]The chat isn't showing up for me.

[00:02:08]While you guys are on the go, just a minute here so I can see your participation in the chat, okay?

[00:02:27]So it's not here. Let's go.

[00:02:32]So let's begin our lesson today, our live stream, okay? Yes, this is a topic that I really enjoy, okay? What is linguistic variation and change?

[00:02:44]Alright everyone, this is a very important topic that always comes up on the ENEM exam. It's not just one issue, you know? Two, three, or more, okay? Here's something important for you to know about linguistic variation and change. Let's go. What is linguistic variation? The name says it all, right?

[00:03:05]Our language is dynamic, it's alive, and it will vary and change, won't it?

[00:03:12]Language offers diverse ways of expressing the world, and these ways are influenced by various aspects both within and outside of language.

[00:03:22]Let's take a look at some of them. Let's go. We have the internal factors, which are the ones you study in school, right?

[00:03:29]Factors related, for example, to the phonology of the language, factors related to morphology, word classes, factors related to syntax, and so on, right?

[00:03:45]Oh, look, people are arriving here.

[00:03:48]Juliana, come on in, let's participate. Don't abandon me, okay? Help me out here with my participation in the live stream, okay? I've already started talking here, Juliana, about linguistic variation and change, right? I'm saying here that language varies, it changes, right? Well, it depends on factors, both internal and external to the language. The internal sounds are those studied in school: phonology, morphology, and so on, right? External factors include, for example, time, space, social aspects, the communication situation, speech, and writing within the communication medium. Each of these variations also has a specific name, technically speaking, right? They are called diachronic, diatopic, diastratic, diaphasic, and diamesic variations. We'll look at each of them in more detail later, okay? Well, the scientific field that studies all of this, all this variation, all these internal and external factors of language, is sociolinguistics, okay? Let's move on to the analysis of each of these variations, okay? Firstly, diatopic variation, also called regional variation. You all, from various places in Brazil, are participating in our live streams, right? I've had people here from Bahia, from Mato Grosso, right? From Pernambuco, from Paraíba.

[00:05:20]Come on, go ahead and say it in the chat.

[00:05:23]Look, the variation in atopic dermatitis, folks, is the variation that happens depending on the geographical region where you live. Well, the way we speak here in Brazil isn't the same as, for example, the way the Portuguese speak the Portuguese language, right? It's quite far away. There are even theorists who say that by around 2050, we might already be able to speak a Brazilian language, because our language has become so distant from the Portuguese language in its European form, right? But here within our own country, we also have a huge variety of ways to express ourselves, right? In this case, the accents fall under the category of atopic variation or regionalism, right? And what about vocabulary, words, expressions, right? We speak one way here in Ceará, another way in São Paulo, and yet another way in Pará, right? Depending on each region, each state. Sometimes, even within the same state, we have differences in the way we express ourselves, you know. We here, for example, mostly from the capital, speak in a different way, with a different accent, for example, from those who live further south in Ceará, right? It's an accent closer to that of Pernambuco and Paraíba, right? The " TI" and "di" sounds are very pronounced more towards the south of Ceará, right? Ah, let's get down to vocabulary, shall we? For vocabulary.

[00:07:01]For example, we have cassava here, which is a term widely used in the Southeast and also in the Midwest region.

[00:07:08]OM, which is used more in the Southeast and South, and we have macaeira, which is widely used here in the Northeast. All these words to identify the same object, right, the same fruit, anyway. Hello, let's go, Brilliant Minds are here.

[00:07:28]Good afternoon. Come on, everyone. Let's participate in this live stream, right? We'll be discussing a very interesting topic that I love, which is the issue of variation. We're talking about the variation in atopic dermatitis, which is the type that occurs depending on the region where we live, right? Ah, examples of expressions, right? Oh, I skipped one here, look, the traffic light that's very common in Paraná, right? The traffic light is widely used in São Paulo, and the signal is widely used here in Ceará. Which one do you use there? Do you use all three, or do you use one or the other?

[00:08:04]Do they only use the signal? Tell me, put it in the chat for me. And here are some examples of expressions, right, in Minas Gerais. Who has never heard of someone from Minas Gerais? I have several friends from Minas Gerais, right? Yeah, and they say, they talk a lot, oh great! That's me, right? From Minas Gerais, the Baguri, very typical of Rio Grande do Sul. And here is our male mare. And there's also a variation of the Eguam Macho, which is the Eguamá, right? We even have friends from Minas Gerais who are already arriving there with the men they're bringing from here, right? They end up together because they live together, right? Being influenced as well, they take some of our variations, our varieties, with them.

[00:08:50]And it's a male this way, a male that way, right?

[00:08:52]As we talk about a lot here. Right?

[00:08:56]Did you understand the variation in atopic dermatitis? Let's move on to the next variation, which is diachronic variation, which is when a language changes over the years.

[00:09:05]So, it's also called historical variation, right? These are the changes in language over time. So, language varies in space, it's diatopic, right? And in time as well. Some words cease to exist, others change their spelling or even their meaning, right? A classic example, right? Forms of address. In the 10th century we had " your mercy," right? The language has evolved, has n't it? It varied and changed.

[00:09:38]In the 19th century, this "vossa MEC" became "voz Mcê".

[00:09:43]The language has varied and changed as well.

[00:09:46]And now, 20th century, 20th century, we have you. Look how it's been changing, right? Even the same term, the same expression, right? And if we look at other types of variations, which we'll see shortly, it changes even more, right? You are an example in spelling. Back in the day, we used to have pharmacies spelled with pH, ​​right?

[00:10:10]Just like other words that also have that F sound, right? They were written with pH back in the day too, right? The MEC voice that we've already seen here was also written in this way, it varied until it became the " you" that we have today, right?

[00:10:31]And today we have a pharmacy with an F, and you like this, right?

[00:10:36]Did you understand the diachronic variation? If you have any questions, ask them in the chat, okay everyone? Let's go. We also have diastratic variation. This is also called social variation, which occurs depending on social factors, such as those that characterize social groups, like the level of education, which is closely linked to social class, age, profession, and gender. In this variation, we're going to look at slang and professional jargon, right?

[00:11:12]So, those are some examples of slang, right?

[00:11:14]Age groups, for example, are more likely to use slang among young people. Slang that's being used a lot by you young people these days, right? The farma aura, right? Does anyone know what "farming aura" is? Has anyone in the chat heard of this? I learned the other day what aura farming was. It's an expression that comes from the context of video games, right?

[00:11:37]Which means accumulating points, earning points. To stand out, right? The word "farmar" comes from the English word "farm," right? It's about harvest, and the aura, which comes from the soul itself, right? To gain a soul, an aura full of energy, right?

[00:11:55]That's very much in the context of games, right? The tank, too, which is from the context of games, right?

[00:12:03]It comes from the word "tank," right? That's a tough tank, isn't it? So, to "tancar" means to withstand the strain, let's say.

[00:12:11]right?

[00:12:13]Mercy Brilliant Minds is saying here, mercy. Never heard of these expressions, Brilliant Minds? Tell me, you guys in the chat.

[00:12:23]Annoying word. Which? Is it "tancar" or "farmar aura" that we're talking about using the expression "farmar aura"?

[00:12:31]I have to stay informed, right?

[00:12:32]Because I teach you guys, I teach young people, right? So I have to keep up with the new expressions, right? I did n't know what it was either until just that day. You already knew about "flopar," which means to fail, right? We're not going to use that one, okay?

[00:12:51]Just Tancar, Farmaaura, right? The term "flopark" comes from the English word "flop."

[00:12:58]Most of these expressions, right, they come from the English language, right, which is very much in the context of games, right? "Flopark" comes from "flop," which means to fail.

[00:13:08]Then there are the previous generations, right? Let's see if you recognize these expressions, the ones your parents and grandparents used, right? It's a real treat, isn't it?

[00:13:18]Yeah, cool, cool, we still use it to this day, right? Chuchu, alright? When things were really good. Oh my God, people. Anyway. Oh, and we also have jargon, right? So, those jargon terms belong to professional groups, right?

[00:13:35]So we have the group of doctors, right, for example, a phrase, a linguistic usage, right, a sentence that could be said by doctors, right, the patient presents a picture of acute headache, right, instead of saying a headache, right, which in popular terms we could say, right, the lawyers said the sentence became final, right, there is nowhere else to appeal, right, from a sentence. So, in short, there are expressions that are typical of certain groups, and other groups that don't belong to them end up not understanding them, right?

[00:14:12]Ah, those expressions young people use, those slang terms too, right?

[00:14:18]There are several, right? And you guys in the chat, is there any expression that you use a lot, that's part of the group you belong to?

[00:14:28]Or are there any of these expressions that you didn't know?

[00:14:33]Tell me, are you going to put Farmaura there? Mes brilhante is saying here that it's about Farma that he's finding annoying, right? Let's move on to the next variation.

[00:14:47]Another important variation is diamesic variation. Oh, wait a minute, I think I skipped one. Okay, I skipped the diaphasic variation, which is super important, right? The diaphasic variation, personally, will depend on the communication situation.

[00:15:07]As we gain linguistic competence, right? As we study, master the language, and become linguistically competent, what does that mean? When we are able to adapt our language to any communication situation, whether you are talking to someone who is uneducated or has little education, or you are talking to more educated people, right? Whether you're participating in informal communication contexts with your family and friends, or in more formal communication contexts, such as lectures, seminars, and so on.

[00:15:50]So, the speaker's ability to adapt their language according to the context, which will vary from formal to informal, right? And also according to the person I just told you about, right? We talk a lot about registration here, right?

[00:16:07]Informal register, which is the same as colloquial, right? Hey, for example, hey man, how's it going? Let's go out today. So, look, the variations, they're also going to mix, they're going to be part of our discourse, our communication, all the time, right? So, I'm speaking here, and I can, uh, introduce a situational variation, I can also introduce a deatic variation in my speech, right?

[00:16:38]It's clear that my speech will be heavily influenced by social factors, won't it? Right? Depending on my gender, my profession, my age, my education level. My speech will tell you a lot about me, right?

[00:16:59]Ah, so going back to the dephasic variation, right? I use conversations with friends and family, text messages, you know, instant messages that don't need that formality, right? But we also have the formal register, which is more associated with educated speech, the cultivated language, right? And so here we have another situation, right? Good morning, dear sir. I would like to confirm our meeting at 2 PM.

[00:17:24]So, one message, two messages here, right? Program something, right? Well, so the theme is pretty much the same, right? But the communication situation is different, so it requires a different language, right? The context varies, right? And it's used in job interviews, academic presentations, or official documents—in other words, more formal situations, right?

[00:17:53]And to finish up the types of variation, folks, we have this one here, which is sometimes confused with diaphasic variation, which is diamesic variation.

[00:18:05]Her studies are quite recent, right? These are the variations that occur in spoken and written language within a communication medium. So everything will influence whether you're using the spoken or written form, right?

[00:18:23]And the medium of communication, the text genre you're using, will also influence how you use the language. So the variation occurs depending on the medium, or the channel used. So orality refers to variations in spoken and written language, right? And this reflects the gap between spontaneous speech and formal writing.

[00:18:48]So, folks, this variation here is what allows us, for example, to get rid of that dichotomous idea of ​​speech and writing, that orality is geared towards speech, just as, oh, sorry, formality, informality is geared towards speech, just as formality is geared towards writing. In the past, it was thought that writing was always formal and speaking was always informal. And that's not how it is. There are variations in speech and writing. For example, you can see that instant messages, for example, reflect this informal usage in writing, right? We use abbreviations, we use slang, right? We use a writing system that is very close to spoken language, don't we? It's so frequent that sometimes we even say things like, "Oh, I spoke to you yesterday." We use the verb "to speak," right? When you actually wrote it, you typed it, right? Another example that breaks this perception that orality is geared towards informality is, for example, the communication actions of a lecture, right? A lecture is a speech, right? It happens in spoken form, right? And it's a speech that is indeed planned, just as writing usually is. It's a statement that goes through a whole process of, uh, choices, right? What are you going to say?

[00:20:35]It's clear that when you 're speaking, you can't plan it as much as when you're writing, right? You can make a draft, erase a certain phrase or word, and put in another one, right? During the presentation, it's more dynamic; you don't have much time to plan, and it all happens simultaneously, right? The planning and the execution, right? Well, there are differences depending on the gender being used, right? A seminar or lecture is an example of an oral presentation, right?

[00:21:15]Spoken form in which I will use formality, right? OK?

[00:21:23]Ah, oh, eh, mode of speech, characteristics, right? These are the characteristics that are common to speech, right? The presence of pauses, hesitations, right?

[00:21:33]Every now and then I sit here, I start thinking, my mind goes blank, I try to remember what I was going to say, you know? Like, you know, you know, there, right? These markers of spoken language are very common, okay? Gesturing and repetition are also common characteristics of speech, but that doesn't mean they can't exist in writing, right? That's diamesic variation, okay?

[00:22:05]So, for example, the three dots there indicate hesitation, right?

[00:22:11]We were there, right, and he arrived and said he wasn't coming anymore, you know? So, there are a lot of repetitions, right? Well, redundancy of the subject, anyway, writing style, characteristics, greater planning, but as I told you, it's not that speech can't be planned, as in the case of lectures, they are planned, but it's not the same planning as writing, right?

[00:22:38]Grammatical revision and use of more elaborate connectors. It doesn't mean that in speech we won't try to use it, and depending on your access to standard language, the formal norm, the grammatical norm, you will use more or less the grammatical rules that are possible within the formal norm, right?

[00:23:04]And the use of connectors, not that you don't use them, right? I use "um mais," "um pois," "um porquê," right? But in writing, we diversify more and we use these more elaborate connectives, right? So here's an example of written text, right? We would like to inform you that the group was present at the location. However, the person in charge stated that it was impossible to proceed with the event. Notice that "ah" is a more formal text, right? OK.

[00:23:42]Okay, folks, we've seen the variations, the types of variations, but there's another very important aspect within this study of linguistic variation and change. Can I move on? Let me see what people are saying in the chat.

[00:23:59]Ah, Isa spoke here, oh, she greeted us. Good afternoon, Isa. Okay, let's continue here, Isa, with the study of linguistic variation and change, okay? We've seen the different types of variations. Now we're going to look at another issue that is very important within this study, right? It means knowing how to differentiate between standard norms and hidden norms.

[00:24:22]Why? Many people confuse the two, using one for the other, right? Even some textbooks confuse these terms, don't they, "standard language" and "formal language"?

[00:24:34]What is the standard norm? Oh, the standard norm is the one that's in the grammars, in the prescriptive grammar, right? She's an ideal of language, okay? She is a model of language, in our case, in the mold of Portuguese, of the European Portuguese language, okay? Many of the rules we have in grammar come from Portuguese, right? And as I told you, our language has varied so much, has changed so much, that many of these rules no longer apply here in Brazil, for example, right? Oh, it's an ideal theoretical model based on rigid rules, right? So, where do we find this prescriptive grammar within this standard norm? In classical literature, in dictionaries, in legislation, in grammars, right, as I told you.

[00:25:30]But even the most cultured speaker you might know, that you consider important, won't fully embrace this standard norm, because as I told you, it's a model, it's an idealization, it doesn't occur in practice in its entirety, right? So, we have standard language or standard languages, because there are several, right?

[00:25:57]And so, speakers of standard language will vary their way of expressing themselves depending on the degree of formality that the situation requires, as we just saw, in diaphasic variation. So, if the situation is highly formal, the educated speaker will adapt their speech and linguistic usage to better conform to standard grammar, right? If the situation doesn't require so much formality, a more informal situation, then he will adapt his speech, his linguistic usage, to a norm that is further from the standard norm, right? Perhaps closer to the norm is popular, in short.

[00:26:46]So, standard language is what we use in our daily lives; it's the real and spontaneous usage practiced by educated people, right? So, the higher your education level, the more you master the standard language, okay?

[00:27:08]Ah, and that's the standard used, for example, in journalism. Here in Ceará, we also see a lot of... journalism is an environment considered cultured, where standard language is used, but we also see a lot, even in the headlines, I don't know how it is in your region, but we see a use of popular language, the Ceará way, in the headlines of the news being broadcast, as a way to make the language of the newspaper more accessible to the people watching.

[00:27:47]So here we have, right, where standard language is used, in journalism, in universities, in work meetings, right, in situations that require a higher degree of formality, right? Here's an example of standard practice: I handed him the report. Here's an example of a short rule: I handed him the report, right?

[00:28:10]The difference between the ideal model and social practice. So, a standard norm, it doesn't apply in practice; it's there as a model to be followed, but we can't encompass it in its entirety.

[00:28:23]For example, nowadays, who uses " voz," the second-person plural?

[00:28:29]Nobody, right? Well, it's a structure that we see more in very old texts, biblical texts, legal texts, right? Mesoclisis too, right, Darciá, right? Sometimes we find one or two students wanting to put it right at the end, in the conclusion of the ENEM essay, right? But you have to be careful, you have to see if it's contextualized, right?

[00:28:55]So that we don't end up putting a bunch of difficult words into our essays or any text we write, and end up not being understood, right? showing that we 're violating linguistic competence here, right? Do you all understand standard and formal language? Ah, standard language, which is actually several forms, right? These are the standard norms, because they will vary; today they are also called the prestigious urban norm.

[00:29:27]Ah, why? Because that's the norm, that way of expressing oneself, of speaking, that is prestigious, that is generally the norm spoken by people who live in large urban centers, who have higher levels of education, is n't that right? So there are a number of factors that make this standard form be called the prestigious urban standard, okay? We'll talk a little more about that in a moment. I brought here a text by Luiz Fernando Veríssimo, it's a chronicle that has even appeared in ENEM exam questions, which will address this issue of norms, right? And the text is titled "papos" (chats). You've probably heard of it, you've probably read about it. It goes like this: "They told me, they told me, huh?

[00:30:13]The correct way is 'they told me,' not 'they told me.'

[00:30:17]I speak how I want, and I'll tell you more. Or it's, 'I tell you, I tell you that you, uncle you, don't get along,' and I also say 'they don't.' What were you going to tell me? That you're being rude, pedantic, and annoying. And that I'm going to smash your face, smash your face, smash your face. How do you say it? Smash your face.

[00:30:42]That's right. I'll smash it if you don't stop correcting me, or correcting me is for your own good. I don't need your corrections. Just forget about me. I speak however I want. One more correction. And what do I do? I'll kill you. Kill what? Kill. Kill you. Kill you. Kill you. Did you hear me? Well, forget it.

[00:31:08]Forget it and stop. Pronouns in the right place are elitist. If you prefer to speak incorrectly, I speak like everyone else. The important thing is that they understand me." In case, I don't know. Oh, you don't know. You don't know. Do you know it or not?

[00:31:28]Forget it.

[00:31:29]No. How can you forget? You prefer to speak incorrectly. And the correct way is forget it.

[00:31:37]Enlighten me. Tell me. Teach me.

[00:31:41]Come on. It depends. It depends. Perfect. You don't know.

[00:31:46]Teach me, Luiz. If you knew. But you do n't know. Do you know? Okay. Okay.

[00:31:53]Sorry. Speak however you want. I appreciate the permission you give me to speak incorrectly.

[00:31:59]But I can't tell you anymore what to say. Why? Because with all this talk I'll forget it.

[00:32:08]So, a humorous chronicle, as was characteristic of Luiz Fernando Veríssimo, right, and which will address, in a comical way, this issue of speech, right, all that we discussed today about variations of the standard norm, what is right, what is wrong.

[00:32:30]Is it right to correct others in the way they speak?

[00:32:35]And so I brought it to us... Let's have a little fun with this column, but also to touch on another subject that ca n't be ignored when we're talking about linguistic variation and linguistic change, which is linguistic prejudice. Do you know what that is, folks?

[00:32:54]Linguistic prejudice. The name says it all, right? It's prejudice against people's speech, against the way people express themselves, use language, right? And this prejudice is, above all, a social prejudice, right? Because who suffers the most from linguistic prejudice? It's precisely the people who belong to the lower strata, the lower social classes, who consequently, most of the time have a lower level of education, right? They didn't have the opportunity to go to school, they didn't study much, so they didn't have access to this grammatical norm, this standard norm. Why? To enter spaces, right? Because language is also power, right? So these are the people who suffer the most from linguistic prejudice, right?

[00:33:51]People look at the way someone speaks and already... They think it's not right, so they take that grammatical view.

[00:34:01]They think the person doesn't know how to speak Portuguese. All of us who have Portuguese as our mother tongue know how to speak and use the Portuguese language, right? It depends on the perspective you're approaching it from, right? If you're seeing language only as normative grammar, as grammatical rules, that's fine, grammar works from that perspective of right or wrong. Now, sociolinguistics doesn't. Sociolinguistics works from the perspective of appropriate, inappropriate, more appropriate to communication situations, as we've already studied today, right? And I also brought another text to illustrate this issue of linguistic prejudice, which is a text about Doniran Barbosa, a great composer we had, who suffered a lot from linguistic prejudice. This text also appeared on one of the ENEM exams, and we're going to read and discuss it a little before we go on. Okay, so, let's get to our questions, shall we? Let's go. The title of the text is this: Speaking incorrectly is an art. Arnesto.

[00:35:19]On August 6, 1910, Ema Ricini Rubinato gave birth to a mischievous boy in Valinhos and named him João Rubinato. At school, João passed the third grade.

[00:35:33]João didn't pass the third grade. It wasn't his field. He had to choose another. He did what came up. He became a waiter, a metalworker, until he became a radio announcer, comedian, film and TV actor, singer, and samba composer.

[00:35:51]Since he had an Italian surname, João decided to change it to make his samba a hit.

[00:35:57]And how was he going to change his surname? He changed his name, becoming Doniran Barbosa. The guy spoke incorrectly, with a hoarse voice and the look of a country bumpkin. He became an icon of Brazilian music, the most Paulista of all, speaking incorrectly and irritating Vinícius de Moraes, who was speechless after hearing the music that Doniran made for the lyrics of "Bom Dia Tristeza" by [author's name missing]. " Little poet, something to give you goosebumps.

[00:36:28]To all those people who complained, Adoniran had a neo-erudite answer. I like samba, and it wasn't easy for me to be accepted as a composer because nobody wanted anything to do with my lyrics that talked about 'We go,' 'we went,' 'we did,' 'we took.' The thing is, you need to speak, to know how to speak incorrectly. Speaking incorrectly is an art, otherwise it becomes mockery.

[00:36:56]He knew what he was doing, that's why he said that speaking incorrectly was an art. His art, carefully chosen because it suited his type. 'Arnesto's samba' is a monument to incorrect speech, just like 'Tiro ao Álvaro.' The erudite could grumble, but the people identified with it. So, uh, a text about the life of Adoniran Barbosa, right, who wrote these lyrics with his simple Portuguese, since he didn't have much education, didn't have much opportunity to go to school, right, but who had lyrics, who wrote lyrics, composed songs very full of art, emotion, expressiveness, right?" It's the same case, for example, with Carolina Maria de Jesus, right? She wrote such emotive poems, so full of inspiration, but she also used simpler language, and she also suffered a lot from linguistic prejudice, right?

[00:38:02]Okay, everyone, let's see the chat. Is it just me, or has this text you showed earlier already appeared on the ENEM exam? Yes, it has. Both the one about speaking incorrectly, it's an art, and the one about chatting. The one about chatting has also appeared on the ENEM exam. It was the subject of a question precisely about what we're seeing today, which is linguistic variation and change, right? So pay attention to the texts you read on the internet, to the songs, because they could be on your next ENEM exam, okay?

[00:38:39]So, everyone, in the ENEM questions, you have to pay attention to these expressions here. Look, key expressions that you will always, constantly find in the ENEM questions.

[00:38:54]Linguistic prejudice. That's one of them, okay?

[00:38:58]Standard language, formal language, which we just saw.

[00:39:03]Ah, formal, informal, colloquial language, right? We also saw regionalism today. Remember the variation in speech, right? That variation in space, right? Depending on the region where we live, we will use different expressions, different accents, right?

[00:39:24]Neologisms, which are invented words, right? They are not in dictionaries. The creation of words has to do with creativity, archaism, which is this older Portuguese, more erudite words, let's say, right? From a very old Portuguese that we also discussed, we talked about the variation in diaphragmatics, right? Which is the variation over time, right? Yours without yours until we get to you, right? And also the diaphasic variations, right? Within the context of the communication situation, we still have the C, right? The VC, right?

[00:40:04]Abbreviation in instant messages, right?

[00:40:09]Foreign words, right? Like the Language, youth slang, right? " Tanking," "flopping," "farming aura," you know? A lot of that youth context, from games too, right? The slang, the jargon, the dialects. So, all these words, all these expressions, they are appearing from time to time in these questions that thematize linguistic variation and change. Right? Let's move on to solving the questions. Did you understand our theme today, our subject? Do you have any questions? Tell me in the chat while I take a sip of water.

[00:41:02]Isa said: "I already did that question, the one from the chat, right, Isa?" But I don't remember if it was for the ENEM exam or an assignment the teacher gave.

[00:41:13]That's right, we constantly see these texts by Luiz Fernando Veríssimo in textbooks, we work with them a lot in the classroom, don't we? So we always have a memory of having seen it somewhere before, right? Let's move on to solving the problems. I have no questions so far. Alright, so you all understood everything. Let's move on to the ENEM questions, okay?

[00:41:35]Let's see if you can answer the questions. Let's go. The first question is from the 2019 ENEM exam, folks. It's the kind of question that presents two texts, right?

[00:41:51]You have to relate those texts to each other, correct? Somehow. So, let's read this, okay? First text titled Extracts. It says: "In the passage from one language to another, something always remains, even if there is no one to remember that something, because the language retains more memories than its speakers.

[00:42:18]And like a mineral plate marked by layers of a history older than that of living beings, it inevitably carries within itself the impression of the eras through which it has passed.

[00:42:35]If languages ​​are archives of history, they lack register books and catalogs.

[00:42:42]What they contain can only be consulted in part, providing the researcher less with the elements of a biography than with a geological study of sedimentation carried out in a period without a defined beginning or end. A little text there that will address the topic of diachronic variation, which is the variation that happens over time, the language changes over time.

[00:43:13]Now, text two, this little text, will discuss, will address... Let's go.

[00:43:23]In the grammatical reflection of the 10th and 11th centuries, the Arabic influence appears punctually and is mainly a fundamental element in attributing rudeness to the Portuguese and Castilian languages ​​by their respective... Detractors.

[00:43:45]To resemble Arabic in this way is an accusation of dissimilarity with Latin. Now let's get to the question statement.

[00:43:56]Relating to the ideas in the texts regarding the history and memory of languages, concerning the formation of the Portuguese language, it is observed that, item A, the presence of elements from other languages in Portuguese has historically been evaluated as an index of richness.

[00:44:18]B.

[00:44:19]Can the language scholar accurately identify the elements left by other languages ​​in the transformation of the Portuguese language?

[00:44:29]C. Portuguese is the result of the influence of other languages ​​in the past and carries marks of them in its multiple layers.

[00:44:39]D. Are Arabic and Latin present in the school education and memory of Brazilian speakers?

[00:44:46]Or did the influence of other languages ​​on Portuguese occur uniformly throughout history? So, folks, what do you think, guys, in the chat, A, B, C, D or E? Which one would you mark, huh? There are new people here in the chat, we 're not animals. Good afternoon. Let's go. We're already in the part about approaching the ENEM questions, right?

[00:45:15]Previous questions from Brazilian National High School Exam (ENEM) question about linguistic variation and change. Which item do you think is correct? Guys, Isa said it's between B and C, but she thinks it's C.

[00:45:31]Hello, we are animals. Let's participate in our ENEM question solving. Let's go.

[00:45:41]Let me go back to the first text for you to take a look at.

[00:45:46]Let's go, everyone. What do the rest of the chat think?

[00:45:52]Text one talks about diachronic changes, right? The variations and changes that our language undergoes over time, right? Text two, uh, it focuses on the influences of Arabic on our Portuguese language, right? The influences of Arabic, Latin, and Castilian, right?

[00:46:23]And relating these two texts, the ideas present in these two texts, right? Regarding the formation of the Portuguese language, what can be observed when relating the two texts? Notice that the incorrect answers are not random answers, they are correct answers. So, what are the possible correct answers? Sometimes they're in one text, sometimes in the other, sometimes in both, or it's just common sense information, right? But you have to pay attention to what the question is asking, okay?

[00:47:01]Uh, what can we conclude about the relationship between the ideas present in these two texts? A, B, C, D, or E? Tell me. Let me see some other answers. Isa said it's more likely to be, right, Isa? Uh, what else?

[00:47:23]Oley said B. He said B, asking, right? Oley, uh, we're not animals. He said it would be C.

[00:47:34]What else? Where's everyone else? Where are the Brilliant Minds? What's your answer?

[00:47:43]Clé changed. He changed to C, right? Most of you are going with option C, right? Is it option C, folks?

[00:47:53]Look.

[00:47:56]Uh, let's see A, right? The presence.

[00:47:59]Nobody said option A, right? Everyone's already on "Let's see B, right?" Isa was confused, right? Can a language scholar accurately identify the elements left by other languages ​​in the transformation of the Portuguese language? Well, language scholars are the ones who are best positioned to identify, whether accurately or not, the elements of influence from other languages ​​on our mother tongue, right?

[00:48:30]But that's not what the question is asking, is it? And this second text does n't talk about that, right? About this issue of the precision of the elements left behind, right, that a language scholar can do this very easily, right?

[00:48:52]So, it's not B because of that, okay?

[00:48:56]Has the presence of elements from other languages ​​in Portuguese historically been evaluated as an index of richness?

[00:49:03]No, right? It says that it remains, right? The passage from one language to another always leaves traces, right? One language will always leave a trace in another, right? And despite being elements of richness, right? This is something, this is a common-sense observation, right? Languages ​​leave a lot of cultural richness within ours, right?

[00:49:31]These influences That we suffer from other languages, right? Oh, it's not item A, right? D. Arabic and Latin are in the school education and in the memory of Brazilian speakers. Not necessarily, right? Neither one nor the other. Oh, we even study in school education, right? The influences of other languages ​​on our language, but that doesn't mean it's in the memory of Brazilian speakers, right?

[00:50:02]And the influence of other languages ​​on Portuguese did not occur uniformly, not at all, right? The variation is there to prove that it didn't happen uniformly, right? Especially because historically each social group, each region, each state had its own experiences, right? Had its own history, had its own influence, right? So, you really got it right. It's item C. Portuguese is the result of the influence of other languages ​​in the past and carries marks of them in its multiple layers.

[00:50:40]This here is the definition, my friends, of the atopic variation that we studied today, or sorry, the diachronic variation that we studied today and which is the central theme here of this Okay, so the question is about the texts, both the texts we saw, right? Text one and text two, as well as the statement itself, okay? Here it's thematizing diachronic variation, which is the variation that happens over time, throughout history, right? We can move on to the next question.

[00:51:14]Let's go.

[00:51:19]Oh, you got it right, Isa. Yay! Very good.

[00:51:23]Let's go. Question two. It's a question from the 2021 ENEM exam, okay?

[00:51:28]And the text for the question says: "Linguists have noted an expansion of informal treatment." I am 78 years old and should be addressed as sir. "But my young students call me 'você' (you)," says Professor Ataliba Castilho, seemingly unbothered by the informality, inconceivable in his student days. However, 'você' won't reign alone. 'Tu' predominates in Porto Alegre and coexists with 'você' in Rio de Janeiro and Recife, while 'você' is the predominant form of address in Curitiba, Belo Horizonte, São Paulo, and Salvador. ' Tu' was already more informal and less formal than 'você' in the nearly 500 letters in the online archive of a university institution, almost all from political poets and other personalities at the end of the 19th and beginning of the 20th centuries. So the question here is about the use of pronouns, right, of ' você,' doctor, right?

[00:52:38]Let's see what the question says in the text.

[00:52:46]Ah, folks, what variation is being discussed here? Let's see. The text shows that the uses of pronouns have varied over time, diachronic variation, and that currently they have diverse uses in different regions of Brazil, atopic variation, right, and also spatially. So it is A. There's a mix of variations, right, in the same question.

[00:53:16]This process reveals that there's still the astral variation, because young people, as he mentioned in the text, are the ones who address you as "você" (you), right? So let's go.

[00:53:27]This process reveals that the choice of " você" or "tu" is conditioned by the age of the person using the pronoun.

[00:53:37]B. The possibility of using both "tu" and "você" characterizes the diversity of the language. C. Has the pronoun "tu" been used in informal situations throughout Brazil, throughout the country?

[00:53:52]D. Does the simultaneous occurrence of "tu" and " você" demonstrate the lack of distinction between levels of formality, or does the use of "você" in written documents show that the language tends to remain unchanged? So, folks, which one would you mark? A, B, C, D, or E?

[00:54:14]A question that brings a lot of content.

[00:54:16]You saw, right?

[00:54:18]The diversity of variations being used in the same question, didn't you?

[00:54:25]Cley said it's B. The possibility of using both "tu" and "você" characterizes the diversity of the language. Let's go, who else?

[00:54:39]Isa wants... Let me go back a little so she can check here, just to look at one little thing, okay, Isa?

[00:54:45]Let's go. Let's clear up any doubts.

[00:55:05]We're not animals. She said it's B.

[00:55:10]Isa, have you managed to solve it, to look at the little thing you wanted to look at?

[00:55:16]Did you manage to clear up your doubt?

[00:55:21]I'm going back to the items, okay?

[00:55:23]Let's go. There are already two bets on item B.

[00:55:30]So, A, B, C, D? Which one is it?

[00:55:35]Isa.

[00:55:38]Isa is between B and C. Let's take a look at each one. Let's go. Item A.

[00:55:45]You're between B and C, okay? So let's discard those that you don't think are correct. Oh, you're sure those are the distractors, right? They're the incorrect answers. Let's go. Huh.

[00:56:00]Oh, okay. We're not seen. Your name is Ana. How are you, Ana? Let's go. Ana put item B, right, Ana? Let's go. Look, item A. Why isn't it A? Because you think item A isn't the correct one. Your choice, the The use of "tu" or "você" is conditional on the age of the person using the pronoun. Look, this little item tries to skew the correct answer, right? The text talks about the variation in usage, this social variation, right? Because the professor, Taliba Castilho, comments on how young students treat him using "você," something that was unacceptable in his time, right? To address the professor as " você," right? It had to be "senhor," but he does n't care. So, you see, the text mentions young people and makes a comparison between eras, right? Which might lead you to mark option A, but what makes it wrong? The choice of "você" or "você" is not conditional on the person's age, right? There are young people who address older people as "senhor," others don't. So here it's not a question, right? Although he mentions it in the text, right? You have to pay attention, the use of "tu" or "você" is not conditional on the person's age, either way. Older and younger people alike, right?

[00:57:42]They use "você" or "tu," it depends a lot on various factors, actually, as we've seen here, right? It depends on the time, it depends on the place, right? The region, right?

[00:57:55]Oh, there are other places where "tu" is used a lot. People will use " tu" a lot, right? So let's leave B and C, which are the ones you're having doubts about, right? D. Why isn't it D? The simultaneous occurrence of "tu" and "você" shows the lack of distinction between levels of formality. This already makes the question completely wrong, right, folks? Eh, it's not a lack of distinction between levels of formality, that doesn't exist, right? Of course, if you're going to talk to someone for the first time in your life, right, it's very difficult to address them with "tu" or "você," right? You address people you've never seen in your life with "tu," right? So, uh, lack of distinction is a very strong word, right? Although the text says, right, that young people address the teacher with "você," Right? But there are other variations that will influence it, there are other factors that will influence it, right? If it's a teacher with whom they have more contact, more intimacy, all of that will influence it, okay?

[00:59:04]So, D is wrong. Does the use of "você" (you) in written documents demonstrate that the language tends to remain unchanged?

[00:59:12]Absolutely wrong, right, folks? No language tends to remain unchanged.

[00:59:16]Quite the contrary, languages tend to change all the time, they are living organisms. That was the topic of our class today, right? So, let's move on to B and C, which you had doubts about, right? Look, the possibility of using both "tu" (you) and "você" (you) characterizes the diversity of the language.

[00:59:37]Yes, right? Let's see C. Has the pronoun "tu" been used in informal situations throughout the country?

[00:59:46]Look, not throughout the country.

[00:59:49]Not in informal situations either, right?

[00:59:54]There's even a myth, right, when we 're studying the language, that it's the place where Portuguese is spoken best, let's say, according to the... The grammar is very correct, yes, in Maranhão, because there they use "tu" with the second person, right?

[01:00:16]So they don't use it in informal situations, but "tu" in formal situations of interaction, of communication, right? So this will vary depending on the region, right?

[01:00:30]Atypical variation that we studied today. So that's what makes it incorrect, right? Different from the usage in Rio Grande do Sul, where people already use it like here in Fortaleza, right? Where we use "tu" a lot with the third person, right? " Tu vai fulaninho para a festa," right? And educated speakers of the language, right? They speak this way, right? "Tu vai," "tu foi," right? And not "tu foste" or "tu vais," right? Depending also on the communication situation.

[01:01:00]So, most people got it right again, right?

[01:01:03]Item B, folks, the possibility of using " tu," both "tu" and "você," characterizes the diversity of the language. So, the use of " tu" or "você" will vary depending on several aspects, as we just discussed here, in the most varied ways. Places in Brazil and around the world, right, where the Portuguese language is spoken.

[01:01:30]Cley is saying that here, right? I discarded option C because of that generalization. Exactly. When you generalize, sometimes you have to be suspicious of that option. Good tip, you know? Good one, CL. I liked it. Exactly.

[01:01:45]Let's go to the third question, folks. It's a question from the 2022 ENEM exam and it says : "The title is: The complex of speaking in a difficult way, which many people think is synonymous with a cultured speaker who knows a lot about the language, and sometimes that's not the case."

[01:02:03]You don't demonstrate linguistic competence by speaking in a complicated way, but rather when everyone can understand what you're trying to convey in your message. Let's go. The text reads: "What really matters is that the holder of notable legal knowledge knows when and how to use this Portuguese version 2.0. Because there's no need for someone to walk into a bakery in the morning with a sleepy face, saying something like: 'Please, would you have the hypothetical possibility of establishing a purchase and sale relationship with me, subject to the requirements of the Civil Code and the Consumer Code, so that I can obtain 10 bread rolls at a stable temperature, so that the monetary transaction of R$ 5 is fully legitimate and capable of satisfying my morning hunger?'"

[01:03:04]Can you imagine?

[01:03:07]The problem is that we have a culture of valuing those who appear intelligent instead of valuing those who truly are, right? According to our logic, everyone who speaks in a complicated way tends to be more intelligent than those who value simplicity. And 99.9% of the people in the bakery would be speechless if someone used the words I said above at 7 in the morning, instead of saying: "Good morning, could you sell me R$ 5 worth of French powder?"

[01:03:46]Now we get to the interesting part. What exactly does "speaking in a difficult way" mean? Is simply using words that most people have no idea what they mean an act of difficult speaking? I don't think so. That 's not how many people who speak in a complicated way do it; it's about using simple language, but with coherence and cohesion. To tie everything up neatly, grammatically speaking.

[01:04:11]Speaking in a complicated way might make someone seem intelligent, but not for long. Of course, at times we can't avoid convoluted Portuguese, or legal jargon, as in the case of legal documents, among others.

[01:04:28]This text is really good, isn't it, everyone? Look, in this opinion piece, by using elaborate language, in the example of buying bread, the author highlights the importance of: A) having notable legal knowledge; B) valuing the speaker's intelligence; C) speaking in a difficult way to demonstrate intelligence; D) cohesion and coherence in legal documents; or E) adapting language to the communication situation.

[01:05:01]Which one would you guys choose? Tell me about it.

[01:05:12]Look, Oley, it's Oley, who is Ana, right?

[01:05:16]Oley is asking here, look. I saw some tips here. It would be a good idea to look at the statement first, then seek information from the context. Guys, this is a tip we're giving you to do during the exam, because you don't have the time to analyze things like we do, which is to discard each item one by one, right? Here's a tip for you to follow on exam day to help you optimize your time. Go straight to the problem statement and you'll see the keywords, right? And then you go back to the text, because by then your brain will be focused on what you need to look for in the text. That's a good tip, yes, and one that we should use, especially on the day of the exam, okay? For the ENEM exam or any other exam you're going to take, you don't have much time to waste thinking about the questions, right?

[01:06:17]But let's go. Which item do you think is correct? A, B, C, D or? Let's go.

[01:06:25]Yes, Oakley says it is. Isa. Yes, Ana. Yes.

[01:06:30]Brilliant minds. AND. Ready. Ana said it. We can see that it's Ana. Oh, that's it. Everyone thinks it's E.

[01:06:41]Cley is asking which days I do live streams. Our live streams are on Tuesdays, Oley, right? Live language classes with me, Professor Natália. I also share the language-related live stream with the professor. The professor is responsible for literature, art, physical education, right?

[01:07:01]He's multifaceted, a genius, isn't he? And I'll stick with the part that's more focused on the Portuguese language itself, the part that's more geared towards studying texts, the variations, you know, like you're studying there, right? cohesion, coherence, in short.

[01:07:19]Yes, you said there's an essay, yes, there is an essay with the wonderful Janiere and Ana Cláudia, right? Well, on Mondays and Fridays, if I 'm not mistaken, but you can find everything you want to know about language, writing, and other areas here on our Super Enem. Stay tuned, okay?

[01:07:45]Monday through Friday, okay? Our live streams are in the afternoon, from 2 PM to 5:30 PM, two live streams every day, right? Different subjects and disciplines. It's OK? Let's get to the question. Oh, you said IT was A and you nailed it again. My God in heaven. That way you'll ace the ENEM exam too, right? What a good thing, what a wonderful thing.

[01:08:14]Which variation, which one did we study today, is this text referring to? Appropriate language for the communication situation.

[01:08:20]What kind of variation is that, huh?

[01:08:25]That's when you demonstrate that you have linguistic competence. It's not when you use difficult words, erudite language, right? Be careful, okay? Some people think that using difficult, erudite words, which we don't even use anymore in the ENEM essay, can lead to a good grade.

[01:08:42]We've already seen that it doesn't work, right?

[01:08:45]What matters is that we write with coherence and cohesion, right? OK. Here's the variation.

[01:08:53]Let's go.

[01:08:58]Hey, Isa here saying, enjoy it a lot. These classes are great. Thanks, Isa.

[01:09:04]Great, we have a wonderful team here at Super Enem, right?

[01:09:09]Just like you who are in school have wonderful teachers, we come with this help, this support to the teachers you are already studying on your own as well, okay? OK. Let's go, everyone.

[01:09:21]Here's an example. This question, she addressed the diaphasic variation, which is precisely the variation that occurs in context, right? Depending on the context of the communication situation, whether the situation is more informal, as in the case discussed in the text, like simply buying bread at the bakery, or if it's a more formal communication situation, such as an interview, a lecture, and so on. Okay? Let's move on to another very relevant question from the 2025 ENEM exam, from last year, right?

[01:09:56]And the question goes like this: "According to scholars of our language, contemporary slang and neologisms—those key words, you know, that we saw in that slide— originate from segmented environments like video games.

[01:10:13]From time to time, some of these terms break through the bubble and intrigue those who don't circulate in those spaces. I, for example, right? Games, at least nowadays, aren't part of my daily life, my bubble, right? A case in evidence currently is 'tancar,' which we've already seen today. 'Eu tanco, tu tancas.' The verb comes from a type of character popular in team-based combat games. The tank acts as a shield, allowing the rest of the team to perform their tasks. In a difficult year like 2022, the word became popular as a synonym for 'to endure,' ' to bear.' In the opposite sense, ' intancável' emerged, meaning something that cannot be endured. Until the 1980s, slang came from a more massive, stronger, and dominant culture, like soap operas and comedy shows." says a professor from the media studies course at the Federal Fluminense University. There was a common ground on which they were shared. Today the sources are much more specific and diverse, as we saw in the world of games, right, folks, where did " tanking," "farming aura," "flopping," and so on come from?

[01:11:36]The question then asks, as stated in the text: According to this text, the use of the word "tancai" and its derivatives, item A, causes comprehension difficulties among game users. B produces humor outside the original context of its creation. C demonstrates how slang reflects television culture.

[01:11:57]D. It marks the creation of neologisms, right? Are these invented words, created during times of crisis, or does it reveal the impact of video games on language? So, folks, is it A, B, C, D or...? I'm going to speed things up a bit here because we're already nearing the end of our live stream, everyone. Let's go.

[01:12:21]Oh, Ana is saying here: "I study alone and the course helps me 100% more." Oh, how beautiful. Thank you, Ana, for your kindness, you know?

[01:12:34]So, folks, what would be the correct item?

[01:12:41]Tell me, tell me, you guys in the chat.

[01:12:47]We're addressing the variation in astrology here, which involves factors like age and age range. "Tancá" is very present in the vocabulary of young people, especially those involved in the gaming world.

[01:13:16]Let's go. Brilliant minds said they think it's B.

[01:13:21]It produces humor outside the original context of its creation. Just look. Oh, not Oaklin, Mendes Brilhantes. It says it's B, right?

[01:13:33]That. Well, the information in item B is pretty much common sense. " Tanking," "farming aura," and other expressions from that world, right? "Trolling," uh, they cause a certain humor, right? But that 's something common sense, it's not something that 's in the text or that the statement is asking for. Oh, be very careful. As I told you, distractors are possible answers, and sometimes we end up getting confused. So you have to look at what the text is saying and what the question is asking, okay? Therefore, B is not the correct answer. Even though we know that many of these words produce humor, right? That's not what you're asking for here, okay?

[01:14:22]Cley said it's between D and E. Let's see if it's D. Isa says it's E. Ana says she's undecided between B and E, right? So, I've already ruled out B, okay, Ana? So, let's look at the others you're mentioning.

[01:14:38]Cley says he's going to D, right? Come on, let's look at A, which you didn't point out, right? It causes difficulty in understanding among game users, doesn't it? It might cause difficulties for those who aren't part of the gaming world, right? But nothing that's too difficult to recover from, especially given the context, right?

[01:14:59]Well, then A isn't right, and neither is B, right? C demonstrates how slang reflects television culture.

[01:15:08]Although there is a section there that talks about the slang of the 80s, which was part of that television culture, soap operas, and comedy shows.

[01:15:18]Look, that's not what the advertisement is asking for, right? And it's not even the central part, right? The central idea, the thesis of the text. Therefore, C is also incorrect.

[01:15:30]AD marks the creation of neologisms in times of crisis. Look, the text also mentions times of crisis, like in 2022, right? And the term emerged during that time, but not all terms are born in times of crisis, right? So, be careful, you have to interpret what the text is saying, right? So, what is the correct answer? reveals the impact of video games on language. So, look, despite having this little part that talks about neologisms during times of crisis, about reflecting on the trends of the 80s and reflective culture, the central idea of ​​the text, regarding the verb "tancar," is this: What does she reveal? The impact of video games on language, because these expressions, besides being typical of the youth community, also reflect a specific context of young people who are in that gaming universe, right? Okay, did you understand, everyone?

[01:16:40]Let's move on to the next one, we have less than 15 minutes of live streaming left and still two quick questions to answer, okay?

[01:16:48]Let's go. Another hot topic from last year's 2025 ENEM exam, huh? Let's go.

[01:16:58]Ready. Oley asked here, right, about... Ah, it was just the word "crisis" that changed the alternative.

[01:17:05]Exactly. Which left the incorrect option, right? Because although it's in the text, it's not the focus of the text or the statement. It's OK?

[01:17:15]Let's move on to question five. Just look.

[01:17:20]There's this little "i" here, right? I think it's the letter of the person's name, you know, anyway. And it goes like this: "The name of the movie is Dirty Laundry.

[01:17:35]Uh, I watched it at home with my mother, there was one, the movie was about a man whose bags were switched. So the man took a bag full of money, without him knowing it was in his suitcase, thinking it was his, but it was the wrong one.

[01:17:59]When he arrived at where he was going to work, there was a woman trying to open the door to interview the singers who were there. So he asked: "Are you trying to open the door?"

[01:18:13]Then he said no. Then he said: "Oh, yes, you are." Then she said: "I want to do an interview."

[01:18:25]Then he said: "Do you want to come in?"

[01:18:29]"Then you can come in."

[01:18:32]So they went in, and they stayed there. When she went in and wanted to do the interview, the man wouldn't let her. So the woman went up to where the man was working, you know? Where he was working, and she stayed there and put on a show.

[01:18:51]Here is a snippet of a speech, right, from someone whose name is omitted, right? And maybe here is just the The text, in short, that represents this speech here, okay? It's a corpus, right, of discourse, uh, of surveys that sociolinguists work with a lot, right, with variation, uh, analyzing these bodies, right, these, uh, interviews, uh, examples of dialogues or people talking to themselves, right? So, they are part of sociolinguistic research, right? Which is what the question brought up here, right? Then the text, the question says, ENEM question.

[01:19:40]In this text, the repetition of form I reveals a) the need for adaptation to the interlocutor, b) the regional origin of the speaker, c) the speaker's schooling, d) a strategy present in oral language, or e) an emphasis on certain parts of the discourse. And so, my friends, item A, B, C, D, or E?

[01:20:08]Which do you think is the correct answer?

[01:20:13]And so, folks, it seems a little incoherent, right? That's because it's precisely a uh, a simulation, let's say, a representation, right? It's a This is actually a transcription of speech, right? If we were to transcribe what we say here, there are many variations, as we saw in the diamesic variation, right? These variations that exist in spoken and written language, right? And when we transcribe these surveys, these speeches, we transcribe them exactly as the person spoke; nothing can be changed in sociolinguistic research.

[01:20:56]So, my people, is it A, B, C, D, or E?

[01:21:00]The need for adaptation to the interlocutor, this repetition of form I; B, the regional origin of the speaker; C, the speaker's education level, a strategy present in oral language, or an emphasis on certain parts of the discourse.

[01:21:22]Let's go.

[01:21:24]H, Isa says it's D.

[01:21:27]Ana says it's D. Oakley. Eh. Ah, you understand now, right? Oakley. Very good.

[01:21:35]Isabel said it's D. Oakley also said it's D. So, you're unanimous. I'll go to the correct answer now. Okay? Let's eliminate the ones that aren't here. A. The need for adaptation to the interlocutor.

[01:21:52]Here, do you see this need for adaptation to the interlocutor? It's diaphasic variation, right? Here, it doesn't seem to be in a formal communication situation, right? The person is telling a story about a movie, right? Some situation here. B. The regional origin of the speaker. Uh, many people say "daí," right? It's very typical of the south, right? The "daí," right?

[01:22:24]We can even imagine that this person whose speech is being transcribed is from the south, right? But we're not sure, right? We can't say that the origin here is regional, right?

[01:22:38]That this repetition of "daí" is regional, right? You can't know the speaker's level of education from a speech transcription, right?

[01:22:52]Because people with a high level of education can also use " daí," because it's a marker of orality, isn't that right? D. A strategy present in oral language, an emphasis on certain parts of the discourse. It is That's exactly what you guys said. You're all experts, huh? A strategy present in spoken language. "Dai" is the same as our "aí" too, right? "Ai, ai, o né, né?" Like, as we said at the beginning of the class, right? They are markers of orality, right? Very present, right, in spoken language. And then in transcription, since we can't change anything, it ends up appearing a lot, but it's a marker of orality, okay? It has nothing to do with regional origin, with schooling, okay? And let's go to the last question at the very end, with just over 5 minutes left to finish today's class, okay? The Enem 2025 live stream too. These last three hot questions from the last Enem exam, you know? Let's go. It will say, article 26a, right, in official and private elementary and secondary schools, the teaching of Afro-Brazilian history and culture becomes mandatory.

[01:24:28]The first one says: "The programmatic content a The scope of this article will include the study of the history of Africa and Africans, the struggle of Black people in Brazil, Black Brazilian culture, and the role of Black people in the formation of national society, highlighting the contribution of Black people in the social, economic, and political areas relevant to the history of Brazil. According to the second paragraph, the content related to Afro-Brazilian history and culture will be taught throughout the school curriculum, especially in the areas of art education and Brazilian literature and history. Law 10.639, a very important law that will address the issue of the approach to the content of African culture in all of Brazilian education, right? So this is a very important law, right, that we've had since 2003, and it should be highly valued, and the ENEM exam included a section of this law, right?

[01:25:59]The item, right, the question statement says : "The use of standard language, look, key expression, right, standard language is justified in this text by item A.

[01:26:14]the specialization of its target audience.

[01:26:18]Item B, by the cultural relevance of its content. Item C, by the pedagogical contexts in which it circulates, item D, by its importance to ethnic-racial groups or item E by the characteristics of the genre to which it belongs. So, my people, which item do you think is correct?

[01:26:40]A, B, C, D or E? There are already people here answering.

[01:26:48]Isa is thrilled that they got it right.

[01:26:50]Very good, you got most of the questions right, you know? You're really doing well.

[01:26:55]Let's go.

[01:26:59]And then, guys, look. Ah, Isa, Isa, remember you did this one, but you got it wrong. This one is considered a medium to difficult question, guys. We always leave the mistakes for the end, right? Let's go.

[01:27:17]But they are saying here, Ocle says it is, Ana says it is, Isa also went with, Isabel went with and also by the characteristics of the genre This belongs here. You remember which variation depends on the channel's genre, right?

[01:27:43]Do you know which variation is being worked on in this little question? It's the diamesic variation. This question also relates to the text; the characteristics present in that text will also be present in the diamesic and diaphasic variations, which depend on the context of the communication situation.

[01:28:08]So, the use of standard norms, which we saw at the beginning of the class, right?

[01:28:15]After we saw the variations, we discussed standard norms and formal norms, right? Remembering that the standard norm is the idealized one, right? The one found in textbooks and grammars, right?

[01:28:31]Ana was unsure about C. Let's look at the items, okay? And then I'll give the correct answer, okay? To finish up, we only have one minute left, folks.

[01:28:41]Look. By specializing your target audience. No, it doesn't have to do with the target audience here, okay? B, by the cultural relevance of your content.

[01:28:51]No, it won't depend on the The content. You're going to use standard grammar or not, right?

[01:28:57]Because standard grammar, as we've seen, is idealized by the pedagogical contexts in which it circulates. So it's only in the school environment that this standard grammar will be used in the text as well. It's not because of its importance to ethno-racial groups, just because the issue of law is important to ethno-racial groups that it will justify the use of standard grammar. So it's really what you all said, most of you said, right, because of the characteristics of the genre it belongs to. What genre is that? It's a legislative genre, it's the genre of laws, right, and that requires this standard grammar, as we saw and discussed today, okay, everyone? Today we had time to work through all the issues. Here's the answer key, right, everyone? I loved your participation.

[01:29:51]Thank you very much. Follow us in the next live streams, okay?

[01:29:57]Every day from 2 PM to 5:30 PM, Monday to Friday, okay? And I hope Hi everyone, I hope you enjoyed today's content. I hope to see you in the next live streams, okay? See you later, everyone.

[01:30:09]Bye-bye. Isa, Ana, Brilliant Minds, Cley. Thank you so much for your participation. See you later.