A política de avaliação do ENEM e suas implicações na rotina de três escolas estaduais de Goiânia

Abstract

The "new" ENEM, as part of an educational politic, associated with changes in the world of work and its demands for high school students and teachers, is the theme addressed in this paper. The central question, which guides the study, refers to the actions developed in public schools regarding the possibilities of admission in College Education, through the performance in the ENEM? They are justified in the context of the new model of accumulation, the changes that have occurred in the world of work and its relations with education, focusing on High School, offered to the children of the working class. The general objective is to investigate how the change in the format of ENEM in 2009, has altered or not the actions of public high schools, in relation to the students of the third grade, placing in their horizons the possibility of entering College Education. In order to reach this goal, we sought to understand the concepts and meanings of the "new" ENEM for principals, coordinators, teachers and students of the 3rd grade of three public schools in Goiânia. The theoretical foundations were supported by authors such as Frigotto (2003, 2009, 2010, 2012), Kuenzer (1998, 2000, 2005), Saviani (2003, 2005, 2007), among others. The methodological option was based on the qualitative approach through an action research. Fieldwork was carried out in three state public schools in Goiânia, and semi-structured questionnaires, direct observations, interviews and documentary analyzes were used as procedures for information collection. As a result, it was found that there one more discourse than effective actions taken at school.