Governamentalidade neoliberal, educação e modos de subjetivação: o discurso do ENEM

Abstract

This dissertation deals with the National Test of High School level (ENEM), taken as one of the modalities of Brazilian national education evaluation, within the scope of curricular restructuring in High School and the selective process of entrance to Higher Education. The aim of this study is to analyze how the ENEM discourses produce effects in the high school curriculum and establish new meanings about the processes of teaching, learning and knowing in the contemporary world. The research as a post-critical inspiration establishes connections with the Foucauldian approaches, using the notions of discourse and governmentality. Methodologically, the research is structured in two investigative moves. The first one refers to the problematization of the media discourses that institute the ENEM as a necessary evaluation both to qualify the High School and for the insertion of the youths into Higher Education. The selected discursive corpus involves the official videos broadcast by the open TV, released in 2009, on the changes in the ENEM and the Project "Time of the ENEM", released in April 2016, totalizing sixteen (16) videos. The second move of investigation considers the effects of such discourses on the High School students. For this purpose, a collective interview was conducted as data collection, carried out with groups of students in two public educational institutions in the city of Rio Grande, Rio Grande do Sul, Brazil. The analyses carried out indicate that the ENEM has been constituted as a neoliberal governmentality strategy sustained by three main analytical axes: 1) the mechanisms of seduction that ENEM puts in operation through the media; 2) the discourse of opportunity as a Salvationist rhetoric that emphasizes the contemporary obsession with education; and, lastly, 3) the effects on the curriculum: emphasis on learning and the displacement of teachers to new pedagogical practices.