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Previous issue date: 2017-12-12 / The 1990s are marked by the federal, state and public manager?s interests and actions in evaluating public education institutions. Among these evaluation policies, the National High School Exam (Enem), instituted in 1998, stands out, which objective is not only verify the results of schools, but, especially, the avaluated individual. In 2009, there was a reformulation, now known as New Enem, instrument used for access to the federal public universities by the Unique System (Sisu); participation in government programs for the granting of scholarships to private universities: University for All Program (ProUni) and Student Funding (Fies). Another characteristic attributed to the exam is in the scores acquired by the participants are associated to the averages of the schools from which they study, the disclosure of such averages made possible the creation of rankings. Thus, this study aimed to investigate the school actors? perceptions about the Enem?s results use considering the score achieved by two state public schools of the exam. In order to reach the objective, a bibliographical and documentary research, documentary analysis; besides interviews with two managers of each school; focus groups with nine teachers and twelve students from one school; eight teachers and thirteen students from the other, totaling forty-six participants. As a result, it was verified that the relevance acquired by the Enem was maximized, since, besides the ranking of the schools, it does not consider the socioeconomic and cultural circumstances in which the students are enrolled, the exam has become a key element for access to higher education, making use of Sisu, ProUni or Fies. From the voices of the participants of the interviews and focus groups, it was possible to capture implications, contradictions, conflicts and tensions regarding the exam. Implications for schools that have their grades published in rankings and for students, since it is through this examination that access to higher education is obtained. There are also conflicts of interest of what management and teachers consider relevant in the teaching and learning processes with which students consider. It is identified, in addition to the above issues, contradictions regarding the perception that managers and teachers have about the pretensions of post high school students those students show have. The answers also reveal tensions experienced by the students because they do not feel sufficiently prepared to obtain satisfactory results in the exam. It is also revealed that there is no use of the results in any of the schools for the redirection of pedagogical practice. Thus, it is necessary to make changes in favor of the training of high school students, constituting the use of Enem as a reference to work in an interdisciplinary way in classrooms. / A d?cada de 1990 ? marcada por interesses e a??es dos gestores p?blicos federais, estaduais e municipais em avaliar as institui??es de ensino p?blico. Dentre tais pol?ticas de avalia??o, destaca-se o Exame Nacional do Ensino M?dio (Enem), institu?do em 1998, cujo objetivo n?o estaria apenas em verificar resultados das escolas, mas, sobretudo, do indiv?duo avaliado. A partir de 2009, ocorre a reformula??o do exame, vindo a ser chamado de Novo Enem, instrumento utilizado para acesso ?s universidades p?blicas federais pelo Sistema ?nico (Sisu), bem como ? participa??o nos programas governamentais de concess?o de bolsas de estudos para as universidades privadas ? o Programa Universidade para Todos (ProUni) e o Financiamento Estudantil (Fies) ?. Outra caracter?stica atribu?da ao exame est? nas notas obtidas pelos participantes se associarem ?s m?dias das escolas de onde s?o provenientes e cuja divulga??o ensejou a cria??o de rankings. Dessa forma, esse trabalho teve por objetivo investigar as percep??es de atores escolares sobre o uso dos resultados do Enem, considerando a pontua??o lograda por duas escolas p?blicas estaduais no referido exame. Para alcan?ar o objetivo, realizou-se pesquisa bibliogr?fica e documental, com an?lise documental, seguida por entrevistas com dois gestores de cada escola, al?m de grupos focais com nove professores e doze alunos de uma escola e oito professores e treze alunos de outra, totalizando quarenta e seis participantes. Como resultado, constatou-se que a relev?ncia adquirida pelo Enem foi maximizada, visto que, al?m do ranqueamento das escolas n?o considerar as circunst?ncias socioecon?micas e culturais em que se inserem os alunos, o exame foi se consolidando como pe?a fundamental para acesso ao ensino superior, por interm?dio do Sisu, ProUni ou Fies. Pelas vozes dos participantes das entrevistas e grupos focais, foi poss?vel captar implica??es, contradi??es, conflitos e tens?es com rela??o ao exame. Implica??es para as escolas, que t?m suas notas divulgadas em rankings, e para os alunos, visto que ? por meio deste exame que se obt?m acesso ao ensino superior. H? tamb?m conflitos de interesses envolvendo o que se considera relevante nos processos de ensino aprendizagem, dos diferentes pontos de vista da gest?o, de professores e dos alunos. Identifica-se, al?m das quest?es supracitadas, contradi??es em rela??o ? percep??o que os gestores e professores t?m sobre as pretens?es dos alunos p?s ensino m?dio daquelas que os estudantes revelam ter. As respostas revelam, ainda, tens?es vivenciadas pelos alunos por n?o se sentirem suficientemente preparados para a obten??o de resultados satisfat?rios no exame. Desvela-se, por final, que n?o h? uso dos resultados em nenhuma das escolas para o redirecionamento da pr?tica pedag?gica. Dessa forma, faz-se necess?rio que mudan?as sejam efetivadas em prol da forma??o dos alunos do ensino m?dio, constituindo o uso do Enem como refer?ncia para se trabalhar de forma interdisciplinar nas salas de aula.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/1146 |
| Date | 12 December 2017 |
| Creators | Gon?alves, Simone Jorge |
| Contributors | Rios, M?nica Piccione Gomes |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, Brasil, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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