Enade de pedagogia: questões discursivas e as competências das diretrizes curriculares nacionais (2006)

• Ano de defesa: 2020
• Autor(a) principal: Navarro, Elaine Cristina
• Orientador(a): Brzezinski, Iria
• Banca de defesa: Araújo, Denise Silva, Santos, Cristiano Alexandre dos, Mesquita, Maria Cristina das Graças Dutra, Júnior, Antonio da Silva Menezes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidade::Curso de Pedagogia
• País: Brasil
• Palavras-chave em Português: Exame Nacional de Desempenho dos Estudantes (ENADE). Curso de Pedagogia. Diretrizes Curriculares Nacionais (2006)
• Palavras-chave em Inglês: National Assessment of Student Achievement (ENADE). Pedagogy Course. National Curricular Guidelines (2006)
• Área do conhecimento CNPq: Ciências Humanas: Educação
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/4533

This theoretical study, with documentary analysis, organized in a thesis, it is associated to the "State, Policies and Educational Institutions" associated with Research Line of the Graduate Program in Education at the Pontifical Catholic University of Goiás. The study aims the National Student Performance Exam (ENADE), particularly the discursive questions of specific knowledge, applied in the evaluation cycle of 2017, to the graduates of the Pedagogy course. Historical Dialectical Materialism is the method used in this study. The research problem was thus outlined: does ENADE of the Pedagogy course, in its specific knowledge discursive questions, maintain approximations and distances with the DCN/2006 skills required for the formation of the Pedagogue? The general purpose is to analyze the discourse issues of specific knowledge of ENADE to verify the approximations and distances with the competencies required by the National Curricular Guidelines of the Pedagogy Course of 2006. The specific aims were defined as follows: Historic educational policies and assessment practices higher education in Brazil and relations with the Assessing State; Analyze the characteristics of the Assessing State in the context of the State Managerial Reform under the government of Fernando Henrique Cardoso; Understand the history of creation of INEP, placing the evaluation policies in the context of transition from Provão to ENADE; Analyze the competences for the formation of the Pedagogue expressed in the Curricular Guidelines for the Pedagogy Course/2006. The theoretical foundation is based on the study of public policies aimed at the evaluation of higher education in Brazil, in legal regulations, in the concepts of evaluation, in the characteristics of the Assessing State and in the State Managerial Reform. This reference thickens the discussions on the evaluation policies with the protagonism of the National Institute of Studies and Research, with emphasis on the management of Anísio Teixeira. The study is justified by the relevance of the National Higher Education Evaluation System, considering that the regulatory acts of an HEI directly depend on the evaluation process developed by it. Four categories of analysis emerged from the research: 1. School Management; 2. Teaching: Methodological knowledge; 3. Teaching: Theoretical knowledge; and 4. Performance in Non-School Environments. The research revealed that there is an approximation with categories 1, 2 and 4 and the distance with category 3 is registered, since the Pedagogue's theoretical training competence was not considered for the elaboration of the questions. The evaluative character of the questions was directed to the teaching methodologies of the pedagogue, that is, directly to teaching with a technicist character