Efeitos do exame nacional do ensino médio (ENEM) nas políticas curriculares e práticas pedagógicas de professores de física

Abstract

Large-scale educational assessment policies - such as the National High School Examination (Enem) - can be used as tools to improve the teaching-learning process, but this use depends on the historical, political and social context in which the formulation and practice of these policies take place. In the school routine, an educational policy can produce results that are different from those foreseen in its objectives and thus enhance educational problems arising from the social and economic inequalities present in the environment in which it operates. Thus, researches on analysis of curricular policies are essential to produce reflections that identify problems and point out ways that can make the school environment a space for the formation of critical and emancipated citizens. In this sense, the interest of this research was centered on the curricular policies influenced by Enem, considering that we identified a lack of correlated investigations, in particular, focusing on the practices of high school physics teachers and on the curricular policies in this area. So this thesis aims to analyze the effects of the National High School Exam (Enem) on the curricular policies of high schools in the city of Dourados, Mato Grosso do Sul State and on the practices of Physics teachers in these schools. The theoretical framework of the research is based on the theories of curricular policies and on the analysis of public policies, so that we seek to conduct this investigation on the implementation of curricular policies influenced by Enem, considering the institutional structures, as well as the ideological struggles produced through the speeches, texts and curricular practices of professionals working in high schools. The research field is composed of high school institutions belonging to the state, private and federal administrative spheres. To this study, four state schools, two private schools and one from the federal sphere were chosen. The analysis methodology used is qualitative, from the exploratory type, so the study started with a bibliographic and documentary survey. The data were collected using the techniques of document analysis and qualitative interview, being analyzed through categorization and inference of messages. The results obtained from the analysis of documents such as: Pedagogical Political Project (PPP), Pedagogical Course Project (PPC) and similar documents from high schools, as well as the transcripts of the interviews with educators make it possible to understand, as expected, that the Enem is inducing changes in the practices of Physics teachers and in the curricula of the schools analyzed, but they are not being a reference for the construction of a national curriculum that provides the domain of competences and skills, as was foreseen in the reformulation of this policy in 2009, considering that there are significant differences in the curricular policies of the state, private and federal schools analyzed. Thus, state and private public schools developed teaching projects with the purpose of preparing their students to take the Enem tests, allowing them to show contradictions in the practice of this policy, as these projects reinforce a methodology based on repetition training, which was already used by the another exam of entrance. Among the effects produced by this policy, we find that Enem is being used to practice the culture of performativity, which originates in neoliberal thoughts and is operationalized through the use of Enem results to build rankings, without taking into account important factors that interfere in the results, such as the family income range of candidates. We point out that the performance actions contribute to transform schools into spaces for individual competitions and make it impossible to use this space as an environment to promote social justice. Therefore, we emphasize the importance of reorganize this policy in order to avoid that it is being used for the practice of the culture of performativity, which attributes to educators and public schools the educational problems that come from the social and economic profile of students, and for that it is necessary to create mechanisms that prevent the disclosure of rankings that do not take into account the social and economic issues of those involved. Such effects do not corroborate the objectives of the policy, nor do they contribute to the solution of educational problems, on the contrary, they perpetuate a type of policy that follows the strategies of the formulators, in which the blame is never in the formulation process, but is always attributed to the implementers' actions.