Enem e ensino de geografia: o entendimento dos professores e gestores da rede pública estadual, em relação ao Exame Nacional do Ensino Médio e a melhoria da educação básica

• Ano de defesa: 2014
• Autor(a) principal: Marçal, Maria da Penha Vieira
• Orientador(a): Vlach, Vânia Rubia Farias
• Banca de defesa: Buitoni, Marisia Margarida Santiago , Gaudio, Rogata Soares Del , Sampaio, Adriany de ávila Melo , Puentes, Roberto Valdés
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Enem; Políticas públicas; Ensino de Geografia; Ensino Médio; Prática pedagógica; Geografia Estudo e ensino
• Palavras-chave em Inglês: Public policies; Teaching Geography; High School; Pedagogical practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15983; https://doi.org/10.14393/ufu.te.2014.44

This work presents the results of a study that has as its object of research the High School National Exam (Enem) and its impact on teaching Geography in public schools of Minas Gerais. The main objective of this research is to verify the understanding of Geography teachers and high schools administrators of Patos de Minas about Enem, in order to see if this exam, as a public policy evaluation, is reverberating on the (re)organization of schools, and on the pedagogical practices of teachers as well. The methodology used to obtain the data is descriptive, with quantitative and qualitative approach. The data collection techniques were the semistructured interview applied to the administrators and a questionnaire applied in a census form to the Geography teachers. In the quantitative approach the findings of the questionnaire are presented in frequency tables and percentages. To correlate the variables frequencies the Spearman correlation coefficient was used. In the qualitative approach, we have conducted the content analysis as a means of reinterpreting the messages of the administrators in order to achieve an understanding of their meanings at a level that goes beyond a common interpretation. The results reveal that, somehow, there are influences of that exam on schools as well as on some of the initiatives of the Geography teachers so they can change teaching strategies. However, these strategies happen superficially in order to prepare students for the Enem test in its role as national entrance exam. Enem is not yet seen by most teachers and administrators, as a way to promote the improvement of teaching and learning for students of public schools. The exam is presented as a regulator of the teaching activity, confined to the evaluation model, with a slight relation with the curriculum and pedagogical practices. The survey revealed that the administrators of high schools and Geography teachers recognize the importance of Enem as an external evaluation, although they demonstrate little knowledge of this policy regarding the analysis of the results as a tool that can add value to actions aimed at improving basic education. We conclude that Enem is an evaluation policy that reflects the principles of the educational reform of secondary education in Brazil, configured as a mechanism that intertwines the teaching-learning process and interferes in various situations, resulting in consequences for schools teachers and students. This work can therefore contribute to reflections on public policies of evaluation, especially Enem, taking into account the social importance that the examination took over its multiple functions, especially ProUni and SISU.