<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100115</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação educacional e a representação conceitual do Exame Nacional do Ensino Médio (ENEM)]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational evaluation and the conceptual representation of the National High School Exam (ENEM)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Rogério]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Unicamp Unesp USP]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio busca analisar a representação conceitual do Exame Nacional do Ensino Médio (ENEM) para além do senso comum. Assim, o nosso objetivo geral é discutir a interface da avaliação educacional e as políticas públicas. Para tanto, busca-se compreender os determinantes impostos na representação conceitual do Exame Nacional do Ensino Médio (ENEM) como modelo de gestão do espaço escolar. Isso se apresenta como forma de romper com a hegemonia que se encontra presente no senso comum do ENEM apenas como avaliação de ingresso no Ensino Superior. A metodologia utilizada encontra-se no campo da teoria crítica, no sentido de apropriação do conceito de avaliação educacional. O estudo se justifica ao constituir aspectos interpretativos referentes aos sistemas de avaliação educacional que possam, efetivamente, direcionar para proposições de melhoria da qualidade da educação. Concluímos que se torna importante que os educadores, em sua atividade educativa, tenham a compreensão política do papel que desempenham em democratizar o acesso à cultura escolar e rejeitem a compreensão tecnicista de curso preparatório para o vestibular quando o ENEM ficar associado, exclusivamente, a um mecanismo de ingresso ao Ensino Superior. Isso implica compreender que a Educação Básica, como um todo, é um lugar de formação e que o ingresso no Ensino Superior é decorrência desse processo formativo. Nesse contexto, a formação profissional do sujeito, numa sociedade democrática em todas as instâncias, seria a posição do saber fazer como elemento de acesso a todos que participam e usufruem da ciência e tecnologia como instrumento do pensamento crítico e efetiva melhoria da qualidade de vida de toda a população.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias da Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Processos Formativos]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Escolar]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Technologies of Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Formative Processes]]></kwd>
<kwd lng="en"><![CDATA[School Culture]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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