O Exame Nacional do Ensino Médio (ENEM) e suas implicações no contexto escolar : o caso da Escola Estadual de Ensino Médio "Emir de Macedo Gomes" em Linhares-ES

Abstract

This dissertation presents as an object of study the issues of the National High School Examination (ENEM) in the context of the Emir de Macedo Gomes, State High School, located in the county of Linhares, northern Espirito Santo. The central idea of the study focuses on verifying the extent to which the ENEM has influenced the teaching and learning process in the public High School. The methodological path chosen for the investigation was the descriptive case study with a qualitative approach, combining the use of oral and written sources searching for theoretical roots in Afonso(1998, 2000, 2001), Dias Sobrinho (2000, 2002 e 2003), Luckesi (2001, 2003), Ravitch (2011), Sordi (2001, 2009, 2012), Souza (2003, 2010, 2011), Zanchet (2005, 2007) and others. The proposed objectives made it possible to analyze the ENEM from a critical and reflexive view considering Brazilian public policies in the field of basic education, focusing on its conception, methodology, its implementation process and its possible contradictions as a tool for improving the quality of teaching. Data were collected through a semi-structured interview, which gaves voice to 166 students regularly enrolled in the 3rd grade of High School and 28 teachers from different areas of knowledge. In order to understand the course of higher education in Brazil and the insertion of the ENEM in it, going back to the historical trajectory on this stage of education was necessary, as well as the neoliberal policy developed in the last decades of the twentieth century and its relation with other evaluation policies. The results obtained through the analysis of the data lead us to the conclusion that the ENEM interferes on the teaching-learning process, reaching directly students and teachers, where the latter feel pressure to change the teaching work in order to meet the requirements of external evaluation. In this scenario, the maintenance of offering a Preparatory High School to the access to a Higher Education was observed – previously represented by the Entrance Examination called Vestibular and, today renamed for ENEM. In conclusion, the National Examinations, in general, have served only as regulators of knowledge for the continuation of a type of society and, in the form of regulation, modifies the way teachers teach.