Politicas educacionais e ensino médio: o Exame Nacional do Ensino Médio em xeque!

• Ano de defesa: 2017
• Autor(a) principal: Hundertmarck, Bruno Sarturi
• Orientador(a): Almeida, Maria de Lourdes Pinto de
• Banca de defesa: Dalla Corte, Marilene Gabriel , Canan, Silvia Regina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Enem; Ensino médio; Políticas públicas educacionais
• Palavras-chave em Inglês: Enem; High school; Educational public policies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/13994

This dissertation is part of the studies on Public Policies for High School, in particular the High School National Exam (ENEM), developed the line of researchL1–Políticas e Gestão da EducaçãoBásica, of Graduate Program in Public Policies and Educational Management, at Universidade Federal de Santa Maria. This research aims to analyze the contributions to a private school in Santa Maria - RS, from the process of transition to the theoretical and methodological references of the ENEM as part of the pedagogical proposal of the school. The methodology adopted to conduct the investigation is historical-critical, based on Saviani (1997, 2008). The research has the following characteristics: qualitative, according to Triviños (1987) and it is proposed to develop documentary and field studies, based on the analysis of educationalpublic policies for High School and the application of questionnaireswith the teachers of the last year of High school and with the pedagogical coordinator of High School of the school researched. The results show that the people who were interviewed do not have, for the most part, in-depth knowledge about Enem's policies and it indicates the need to create educational spaces in the school to work on this theme. Another result that raised is that even though most of the teachers consider that they are experiencing a transition period from the vestibular to Enem, there is a prevalence of the characteristic teaching model for vestibular. Teachers also believe that even with the implementation of an educational model based on Enem, the problem of social inequalities is little faced, because there are policies that are articulated with this exam that end up interfering to provide access to higher education in a more facilitated for the public better prepared for the test and raising competition at national level. We believe that the main contributions of the use of the theoretical reference of Enem by the school investigated are the possible overcoming of the teaching based essentially on the memorization of contents, promotion to the interdisciplinary work and the approximation and relation of the knowledge with the current society.