Resumo

FERREIRA, Sandra Lúcia  e  SILVEIRA, Luiz Dalmacir da. Evaluation of education: the use of the results of the National High School Exam (Enem) in the school context. Conjectura: filos. e Educ. [online]. 2021, vol.26, e021039.  Epub 04-Mar-2024. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v26.e021039.

The proposal included in this article is to broaden the discussion on the presence of Philosophy in Basic Education based on the formulations proposed by the National Common Curricular Base (BNCC), instituted from CNE Opinion 15/2017 and CNE Resolution n. 2/2017 and its relations with the National High School Examination (Enem), held annually by the National Institute of Educational Studies and Research Anísio Teixeira (Inep), an organ linked to the Ministry of Education (MEC) and applied to students and graduates of the system Brazilian educational system, that is, the exam is voluntary and proposes to evaluate the knowledge that the participants indicate to know (self-assessment) about the contents learned during the final years of formation in Basic Education. The study uses exploratory research and aims to explore the results of Enem between the years 2013 and 2018, its history, its dynamics and propose an analysis of the evaluation of school performance through skills and competences. We also sought to understand external evaluations, their historical aspects and their evolution based on authors such as Borges and Rothen (2019), Ferreira (2019), Minhoto (2017), Oliveira (2020), Soares (2020), Vieira (2020) ) among others, in addition to the legal regulations that impact and regulate the actions of the classroom micro space. The analyzes indicate that the Philosophy discipline will possibly disappear from the school curriculum, since its contents are diluted in the so-called formative itineraries within the disciplines of Religious Education (Elementary School) and History (High School), reinforcing Soares’ statement. (2020) that “socially useful demands on the capitalist system tend to strengthen dangerous ideas, such as the possible extinction of Human Sciences courses from the curricula, as well as distancing education from its fundamental prerogative, which is to educate for emancipation”.

Palavras-chave : Evaluation; Enem; Philosophy Teaching.

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