Exame Nacional do Ensino Médio: razões e contradições

Abstract

Linked to Research Line 1 - Fundamentals and educational practices of the Post-Graduate Education (PPGE) of the Federal University of Triangulo Mineiro (UFTM), this work presents is characterized as qualitative, basic and exploratory research. A study of the “Exame Nacional do Ensino Médio – ENEM” (Medium Teaching National Exam), in Brazil. This study gives priority to understand it as the primary selection tool for entering the Brazilian Higher Education and the structure of this dissertation includes recent survey on the subject studied (2010-2015), in addition to referring to discussions on thematic assessment from classic authors like Luckesi (1999, 2000, 2006), Gatti (1987, 2009), Libâneo (1991), Viana (1995), Perrenoud (1999), Villas Boas (2004), among others. The highlight is directed to the historical presentation, structural and functional ENEM. Described as an individual examination and voluntary, the ESMS is applied annually to students who are completing or have completed high school in previous years. Created in 1998, the Survey has undergone a significant restructuring in 2009 and now has 18 tests applied. Associate with ENEM the main scan characteristics, classification and selection, and found that in addition to the fundamental relevance for entry into higher education, government programs (PROUNI, FIES without Borders Sciences, PRONATEC and high school certification) and government systems (SISU and SISUTEC) comprises the national importance given to ENEM. Some reasons were associated with the examination as: 1. Large and diverse possibility of using ESMS notes; 2. Social policies that serve disadvantaged and coming students from public schools; 3. Use of new methods for the preparation and correction of examination. And the contradictions that stood out are: 1. ranking of public and private high schools; 2. Strengthening the private education market; 3. Targeting public funds to private education istituições; 4. Assistance Policies and maintenance of students in HEIs. 5. Influences on the restructuring of the country's curriculum and favoring other changes in daily school students, teachers and various professional education.