Considerations about the teaching of Metaphor: the subjective dimension and its implications on selective exams

Abstract

Starting from some pedagogical parameters, proposed by the Ministério da Cultura e Educação (Ministry of Education and Culture), about mother tongue teaching in Brazilian education, especially in relation to metaphor teaching, this article proposes the analysis of some questions of the Exame Nacional do Ensino Médio (National High School Exam - ENEM) that thematize the metaphor in order to demonstrate that ENEM is, in fact, a paradigmatic example of the discrepancies and asymmetries between basic education, its regular devices and its didactic-evaluative mechanisms. Finally, some important findings were presented to corroborate the idea that, beyond the comparative phenomenon, the metaphor should also be taught as a category of human thought, as advocated by Cognitive Linguistics.