Abstract

RODRIGUES, Rogério. Educational evaluation and the conceptual representation of the National High School Exam (ENEM). Conjectura: filos. e Educ. [online]. 2023, vol.28, e023016. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v28.e023016.

This essay seeks to analyze the conceptual representation of the National High School Exam (ENEM) beyond common sense. Thus, our general objective is to discuss the interface of educational assessment and public policies. Therefore, it seeks to understand the determinants imposed on the conceptual representation of the National High School Examination (ENEM) as a model for managing the school space. This is presented as a way of breaking with the hegemony that is present in the common sense of ENEM only as an evaluation of admission to higher education. The methodology used is found in the field of critical theory, in the sense of appropriating the concept of educational assessment. The study is justified by constituting interpretative aspects regarding educational assessment systems that can effectively lead to proposals for improving the quality of education. We conclude that it is important that educators, in their educational activity, have a political understanding of the role they play in democratizing access to school culture and reject the technical understanding of the preparatory course for the entrance exam when ENEM becomes exclusively associated with a mechanism for entering higher education. This implies understanding that basic education, as a whole, is a place of training and entering higher education is a result of this training process. In this context, the professional training of the subject, in a democratic society in all instances, would be the position of know-how as an element of access to all who participate and enjoy science and technology as an instrument of critical thinking and effective improvement of the quality of life of the entire population.

Keywords : Education; Technologies of Evaluation; Formative Processes; School Culture.

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