A educação física no exame nacional do ensino médio: trajetória, conceitos e práticas pedagógicas

• Ano de defesa: 2020
• Autor(a) principal: Marques, Rodrigo
• Orientador(a): Santos, Wagner dos
• Banca de defesa: Pinto, Antonio Henrique , Pontes Junior, Jose Airton de Freitas , Bocalini, Danilo Sales , Ferreira Neto, Amarilio , Cassani, Juliana Martins
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Doutorado em Educação Física
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Física
• Departamento: Centro de Educação Física e Desportos
• País: BR
• Palavras-chave em Português: Exames estandardizados; Avaliação em larga escala; Enem; Educação básica; Educação Física; Standardized exams; Large-scale evaluation; Basic education; Physical education
• Área do conhecimento CNPq: Educação Física
• Link de acesso: http://repositorio.ufes.br/handle/10/15269

This thesis analyzes whether the practitioner that legitimizes and differentiates Physical Education from the other curricular components in the context of basic education has been suffering from an excessive theorization to emphasize the content that has been valued by Enem. It investigates whether the entry of Physical Education in Enem, after its reconfiguration, has strained the pedagogical practices of teachers of the discipline so that they theorize more their intervention, thus meeting the requirements related to the exam. It takes as a reference the theoretical and methodological assumptions of Cultural History, the Approach to the Public Policy Cycle and the Sociology of Education. For the production of the sources, it uses: the indexers, aiming to know the intellectual, national and international production about the standardized exams; the documents that justify the use of Enem according to the Ministry of Education Ordinance MEC No. 438/1998, which establishes it as a procedure for assessing the performance of students' skills and abilities; and semi-structured interview with Physical Education teachers and pedagogues working in Sedu schools best ranked in Enem. The thesis has three axes of analysis, intrinsically related: a) the conceptual discussion of standardized tests according to their nature (national or international), their purposes (certification and / or metadata production), and their effects (moderate stakes or high stakes - moderate or high risk, low stakes - no effects or weak effects); b) the historical process of inserting the performance evaluation of Enem high school students in official documents; c) the appropriation of knowledge (pedagogical practices) related to Enem, carried out by pedagogues and Physical Education teachers Sedu, with a view to preparing students to take the exam. Based on the main findings, the thesis confirms the hypothesis that, even with the external requirements (ranking and accountability) promoted by standardized exams, there are no systematic continuing education programs for Physical Education teachers to carry out actions curriculum aimed at training students for Enem