A gestão educacional e o ENEM: desdobramentos na realidade do Amapá (1998 - 2010)

Abstract

This study entitled The educational management and ENEM: developments in the reality of Amapá (1998-2010) has as its guiding principle the following questions: what are the consequences of the outcome of ESMS in the educational reality of high school in Amapá? Educational initiatives that have been taken by national and local administrations, compared to the results ENEM? The objectives consisted in presenting the scenario of implementation of assessment policies in Brazil, besides unveiling the purposes ENEM, regarding the effectiveness of educational policies to ensure democratization and the quality of teaching. To achieve these goals, as well as answer the guiding questions was used in the methodology, the type Qualitative research, focusing on the Method History, which allows to analyze the organization of society, provoking explanations of political, economic, social categories and cultural object under study. To collect empirical data, we applied the following interview subjects: one (1) Head of the High School Division and one (1) Technician Educational Affairs, both belonging to the headcount of the State Department of Education of Amapá, which put up with the period covered by this research. The study results indicate that assessment policies implemented in Basic Education as ENEM, have distanced themselves increasingly democratic and quality education, emphasizing on a profile ranqueadora and standardized assessment. However, the emphasis in Amapá the results of this examination has been treated indifferently, and educational policies aimed at emphasizing national demands, as pointed out in the three categories of analysis: to Category n. 1 indicates the absence of educational proposals for the High School to make respect to ENEM since the Category n. 2 emphasizes that the subjects with the highest ranking players agree to disseminate the results, even including the negative aspects of such disclosure and Category n. 3 shows that the deployment of these results in Amapá society reflected in didactic and pedagogical changes in the classroom of high school