Trabalho docente e Exame Nacional do Ensino Médio : tensões e dilemas

• Ano de defesa: 2016
• Autor(a) principal: Bregensk, Kênya Maquarte Gumes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Exame Nacional do Ensino Médio (Brazil); Teacher Job - Education; Assessament - Education; High school; Ensino Médio; Avaliação – Educação; Exame Nacional do Ensino Médio (Brasil); Educação - Avaliação; Trabalho - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8576

This dissertation is part of the research line developed History, Culture, Society and Education Policy, of Postgraduate Program Studies in Education, Universidade Federal do Espirito Santo. This is a qualitative research, structured as a case study, developed by literature and document analysis, semi-structured interviews, semi-open questionnaire, participant observation, conversation circles and a every-day journal, in additional as participants the director, educator and teachers who work in a public high school of Rede Estadual de Ensino do Espírito Santo. This research aims to analyze the dynamics of teaching with the existing implementation of Enem and DCNEMs and analyzes the approaches and/or antagonisms between the reference matrix of these documents to the current curriculum policy in high school. We investigate the consolidation of Enem as a tool that promotes changes in the focus of the assessment and pedagogical practices. The hypothesis that guides this research is that ENEM promotes a new dynamic in teaching, since teachers are focusing efforts to prepare students for this examination over the aspects considered important in the curriculum necessary for human development. In theoretical and methodological discussion, dialogue with concepts such as teaching work (TARDIF; LESSARD, 2005; FERREIRA, 2012), high School (KRAWCZYK, 2011, 2014; FERREIRA; OLIVEIRA, 2009; CURY, 2002, 2014; KUENZER, 2009), curriculum (SILVA, 2010; LOPES, 2004 ), evaluation (AFONSO; ESTEBAN, 2010; PERONI, 2009; SOUSA, 2009, 2010; FREITAS, 2005; FERNANDES, 2008, 2011). From the analysis performed, it was found a new dynamic in teaching and at the same time, revealed tensions and dilemmas in the country's educational policies from the documents that emerge from large-scale assessments. It does not intend to exhaust the subject, otherwise, we conclude through this research, the dynamics of teaching has been changed and affected by the forms of State Regulation and the current curriculum policy.