Estudo sobre a redução curricular nas avaliações de larga escala: análise das provas de matemática do enem

• Ano de defesa: 2018
• Autor(a) principal: Ganem Filho, Frederico
• Orientador(a): André, Tamara Cardoso
• Banca de defesa: Lübeck, Marcos , Bufrem, Leilah Santiago Bufrem
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Avaliações em larga escala; Currículo; Exame Nacional do Ensino Médio; Estado avaliador; Políticas de responsabilização
• Palavras-chave em Inglês: Large scale assessments; Curriculum; National High School Exam; State evaluator; Accountability policies
• Palavras-chave em Espanhol: Evaluaciones a gran escala; Currículum; Examen Nacional de la Enseñanza Media; Estado evaluador; Políticas de responsabilidad
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/7094

The aim of this research is to analyze the ENEM test and its relationship with the High School curriculum. The ENEM (Exame Nacional do Ensino Médio), a national High School examination, is a large-scale evaluation applied by INEP (Instituto de Pesquisas Anísio Teixeira) with the triple purpose of evaluating the educational system in Brazil, individual schools and still serve as proof of access to hundreds of public universities. Several countries, including the USA itself, were impacted by the curricula used when they began to apply standardized assessments on a large scale similar to ENEM. The main research problem of this work was to identify whether or not curricular reduction occurs in the ENEM tests. Such a concern is justified by the evaluation of how the policies of accountability and meritocracy associated with large-scale evaluations have created problems of reduction of educational quality, curricular reduction and worsening of the public school, if not privatization. In order to carry out this analysis, the research methodology used was the content analysis of official documents of the INEP, of the Secretary of Education of Paraná, but, mainly, it was carried out with the content analysis of the ENEM Mathematics tests from 2011 to 2016 in comparison with the vestibular tests of FUVEST, taken as reference, in the same period. To study the tests, 6 indicators were created, that allow the qualitative analysis of the questions and subsequent accurate classification. These indicators when analyzed together provide a complete view of the exam. Both tests, FUVEST and ENEM, were analyzed on this methodology and the obtained results evidenced that the ENEM privileges the contextualization and the interpretation of the text of the questions. As for other indicators such as quantity of calculations and degree of mathematical abstraction, the ENEM exam clearly does not focus on these points, including that, were observed that in 45 questions of mathematics applied in 2016 exam, 7 questions did not require any calculation or any mathematical knowledge beyond interpretation of statement. Finally, it was identified that ENEM evidence focuses on contents of Elementary Education as reasons and proportions while contents such as algebra, analytical geometry and complex numbers, which are associated to High School, were practically extinguished from the exam.