<?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>S2178-46122021000100127</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v26.e021039</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação da educação: o uso dos resultados do Exame Nacional do Ensino Médio (Enem) no contexto escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of education: the use of the results of the National High School Exam (Enem) in the school context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Sandra Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Luiz Dalmacir da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Cidade de São Paulo Programa de Mestrado Acadêmico em Educação Mestrado Profissional em Formação de Gestores Educacionais]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Cidade de São Paulo Programa de Mestrado Acadêmico em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122021000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A proposta que se insere neste artigo é a de ampliar a discussão sobre a presença da Filosofia na Educação Básica, a partir das formulações propostas pela Base Nacional Comum Curricular (BNCC), instituídas a partir do Parecer CNE n. 15/2017 e da Resolução CNE n. 2/2017 e suas relações com o Exame Nacional do Ensino Médio (Enem), realizado, anualmente, pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), órgão vinculado ao Ministério da Educação (MEC) e aplicado a estudantes e egressos do sistema educacional brasileiro, ou seja, o exame é de adesão voluntária e se propõe a avaliar os conhecimentos que os inscritos indicam saber (autoavaliação) sobre os conteúdos apreendidos durante os anos finais de formação na Educação Básica. O estudo utiliza a investigação exploratória e tem como objetivo estudar os resultados do Enem entre os anos 2013 e 2018, seu histórico, suas dinâmicas e propor uma análise sobre a avaliação do desempenho escolar por meio de habilidades e competências. Busca-se, também, compreender as avaliações externas, seus aspectos históricos e sua evolução com base em autores como Borges e Rothen (2019), Ferreira (2019), Minhoto (2017), Oliveira (2020), Soares (2020), Vieira (2020), entre outros, além das normativas legais que impactam e regulam as ações do microespaço da sala de aula. As análises indicam que a disciplina de Filosofia, possivelmente, desaparecerá do currículo escolar, uma vez que seus conteúdos se encontram diluídos nos chamados itinerários formativos dentro das disciplinas de Ensino Religioso (Ensino Fundamental) e de História (Ensino Médio), reforçando a afirmação de Soares (2020) de que as &#8220;demandas socialmente úteis ao sistema capitalista tendem a fortalecer ideias perigosas, como a possível extinção dos cursos de Ciências Humanas dos currículos, bem como afasta a educação de sua prerrogativa fundamental, que é educar para a emancipação&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217; statement. (2020) that &#8220;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&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Enem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Filosofia]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Enem]]></kwd>
<kwd lng="en"><![CDATA[Philosophy Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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