A certificação pelo Exame Nacional do Ensino Médio: implicações no currículo e no trabalho docente da educação de jovens e adultos

Abstract

This thesis aims to research the impacts, limits, and possibilities of high school certification via High School National Exam - ENEM, in the context of Youth and Adult Education at high school level. This research concerns with effects of the certification at high school level for curriculum and teachers’ work from teachers’ view. It is a study based on a qualitative and empirical research in public high schools, in the city of Rio Grande, in the state of Rio Grande do Sul. Thirteen teachers were interviewed, from four public schools. Theoretical framework was based on authors such as Stephen Ball, about managerialism and educational policies; Michael Apple and Álvaro Hypolito about curriculum and teachers’ work; Leôncio Soares, Maria Clara Di Pierro, and Sergio Haddad, among others, about Youth and Adult Education. Data were analyzed using content analysis. In the research process five categories were identified, what allowed to understand some implication of ENEM as a specific policy for assessing and certifying: students profiles; curricular practices; access and permanence in teaching; changes in teacher practices; teaching and deskilling and devaluation process of teaching and learning. Data analysis show how assessing and certifying, via ENEM, have dissemination meanings of responsibility in the schooling process, in which subjects take for themselves the responsibility for educational success or failure. Productive restructuring, individualism, competition, performativity, employability, and meritocracy are central arguments for education policies, what produce effects in the construction and dissemination of new meanings over teaching and learning, modifying curricular practices and organization of teachers’ work in Youth and Adult Education.