“Enem, chego junto, chego bem”: promoção da transição para a educação superior nas escolas estaduais do Ceará, Brasil

• Ano de defesa: 2022
• Autor(a) principal: Flora de Paula Gonçalves Holanda Maia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAF - DEPARTAMENTO DE CIÊNCIA POLÍTICA; Programa de Pós-Graduação em Ciência Política; UFMG
• Palavras-chave em Português: Ensino médio; Ensino Superior; Advocacy Coalition Framework; Análise de políticas públicas; Policy Design; Instrumentos de política pública; Perspectiva mecanística; Exame Nacional do Ensino Médio; "ENEM, Chego Junto, Chego Bem"; Ceará, Brasil; Ciência política - Teses; Exame Nacional do Ensino Médio (Brasil) - Teses; Política públicas - Teses; Ensino superior - Teses
• Link de acesso: http://hdl.handle.net/1843/53283; https://orcid.org/0000-0002-8457-0988

The transition to higher education has still been very uneven. In general, the proportion of students participating in the Exame Nacional do Ensino Médio is much lower in state schools than in private schools. An initiative for encourage and support the transition to higher education is the “ENEM, Chego Junto, Chego Bem” (ECJCB), program in Ceará, Brazil, that considers the diversity of obstacles faced by students in public schools (e.g., lack of motivation; lack of documents for enrollment in ENEM; lack of means of transport to the test site). This paper aims to describe how the ECJCB was designed, taking into account the process of understanding the problem and its multidimensionality, the formulators' ideas and the implementation instruments. Theories on policy process are mobilized, in particular the Advocacy Coalition Framework, and written on policy design. The research is supported by semi-structured interviews with key actors for the formulation and implementation of the policy. Results indicate the relevance of shared beliefs among formulators, such as the belief in the capacity of students and public schools, and the belief that preparation for ENEM should be a central theme in state schools. The network's engagement strategies are also salient.