A MULTIMODAL ANALYSIS OF INFOGRAPHIC IN PORTUGUESE AND ENGLISH TESTS OF THE NATIONAL HIGH SCHOOL EXAMINATION

This article consists of a research of bibliographic-descriptive nature (Gil, 2008), with qualitative and interpretative features. Our general objective is to investigate the multimodal resources present in the Portuguese Language and English Language infographics of the National High School Exam -ENEM. The specific objectives consist of: discussing the need for visual literacy; debating the differences between multimodal resources depending on the language; and pointing out the frequency of the infographic text in each language. That said, the Portuguese Language and English Language infographics were collected from the ENEM language and codes tests from the 2009 to the 2021 editions. We then carried out data analysis using the categories of metafunction of composition from the Grammar of visual Design by Kress; Van Leeuwen (2021). From the research carried out, it was possible to verify that infographics in Portuguese and English do not have many significant differences in the use of multimodal resources and the genre is more present in the Portuguese Language tests. In short, the Portuguese and English language infographics used in ENEM are quite rich in multimodal resources. Therefore, the process of reading this textual genre, due to its construction in multimodality, requires visual literacy skills from the reader.