Novo Enem e currículo do ensino médio: esvaziamento da formação das classes populares

• Ano de defesa: 2018
• Autor(a) principal: Samilla Nayara dos Santos Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Avaliação; Currículo; Enem; BNCC; Ensino médio; Avaliação educacional - Ensino médio; Currículos - Avaliação; Avaliação educacional - Brasil; Currículos - Brasil; Exame Nacional do Ensino Médio (Brasil); Política educacional; Currículos - Mudança - Brasil
• Link de acesso: http://hdl.handle.net/1843/35557

This dissertation is part of a research project called Piso Salarial Profissional Nacional no Brasil: incidências sobre a remuneração, carreira e atuação sindical (Education workers national minimum wage in Brazil: incidences on wages, careers in education and union actions), supported by the Minas Gerais State Research Support Foundation – FAPEMIG. Its object is to assess the high school system, through the National High School Exam – ENEM (its acronym in Portuguese). The objective of this study is to analyze the changes made in the exam and the national repercussions on high school curricular policies from 2009 to 2018. The methodology was based on the qualitative approach, using documentary research and the literature in the field. The research founding documents covered the set of legislation and documents undertaken within the scope of high school, in the period from 1990 to 2018, with emphasis on those referring to ENEM and curriculum. The dissertation results highlight that the Reform of the Brazilian State, developed since 1995, brought significant changes to the field of public education, since the adoption of the managerial model. Among the changes made, it is emphasized the centrality that the assessment gained in the educational policy, grounded in the private sector logic, which is attached to the terms quality, efficiency and educational efficacy. In this context, ENEM is created for high school in 1998, with the objective of being configured as a diagnostic exam for students throughout their training trajectory in this teaching stage. However, its second edition showed that ENEM would not be limited only to the diagnostic function, promoting a great effort made by the Ministry of Education with the Universities, in order to make it also an entrance exam for higher education. In 2009, under the Luiz Inácio Lula da Silva government, the exam is improved becoming the only selection mechanism for higher education courses in public and private institutions and as a mechanism to induce changes in policies high school curricula. Throughout its trajectory, ENEM received several functionalities making it indispensable for a large portion of the population. This contributed to ENEM reach its peak in the level of the highest examination carried out in the country, mobilizing large public investment. As this exam is strengthened in the Brazilian educational scenario, changes are made within the scope of the curricular structure of high school, which is aligned with the evaluation matrix, including the notion of competencies and skills and the division by areas of knowledge. It is considered that ENEM offered important substrates for the structuring of the Common National Curriculum Base, which combined with the reform of high school, put in place through Law nº 13.415/2017, consolidates the government project aimed at emptying the formation of the popular classes, limiting their entry into public universities and conditioning them to precarious work.