Políticas de avaliação externa no Ensino Médio: O Enem sob a perspectiva de discentes e docentes da escola pública

Abstract

In recent decades, there have been significant processes of capital system restructuring that are in connection with neoliberal doctrine, state reform and changes in the world of work. Such things are interrelated and imply in different instances of the social aspect. In education field, these changes focused on the organization process of the schoolwork in its multiple dimensions. In the context of evaluation policies, neoliberal principles have referenced government agendas and produced mechanisms for surveillance and external control over the school institution and its teachers. Based on these macrossocial dimensions, the present research develops analyzes on the mediations between the logic of the contemporary Evaluator State and the induction and implementation of external evaluation policies in High School, understanding the dynamics of the Brazilian National High School Examination (Enem). The investigative processes were based on a quantitative and qualitative approach, through the collection of questionnaires and interviews with students and teachers from state schools in Uberlândia, Minas Gerais. The research showed that Enem does not perform a systemic evaluation function; does not have a methodological basis in the choice of participants; accentuates competition and ranking among schools; does not generate broad and constructive feedback from the school; contributes to the unilateral accountability of teachers about poor outcomes. It was also possible to conclude that this Exam does not have connections with Ideb, an index that appears as another indicator of high school. Most students and teachers do not associate Enem with a large-scale evaluation, nor do they relate it to the programs linked to it, which shows that its implementation occurs discontinuously in schools, without proper training and information, being the State largely responsible for this hiatus. The absorption of this Exam by students and teachers happens more towards a process of admission to Higher Education. Currently there are seven functions assigned to it, and there are divergences of pedagogical conceptions between them and them with the precepts of external evaluation, which contributes to the secondary role of the indicator function.