O Exame Nacional do Ensino Médio - Enem: Influência na Prática Pedagógica dos Professores da Educação Profissional do Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo – IFES

Abstract

The present work is bound to the research line Education and Management in Agricultural Teaching, from the Graduate Program in Agricultural Education (PPGEA) of the Rural Federal University of Rio de Janeiro (UFRRJ). The research was developed on a qualitative perspective having as general purpose to investigate the influence of the contents of the Reference Matrix of the National High School Exam – ENEM on the pedagogical practice of the Professional Education teachers. The starting point was the literature review of the Public Policies of External Evaluation and the teaching pedagogical practice that continued until the end of the investigation, with which aimed to analyze the impacts of Enem to high school in Brazil identifying positive and negative points of this educational policy. In sequence, a semi-structured interview for the collection of field data was held, with 07 (seven) teachers from the Technical Training disciplines of the Technical Course in Environment Integrated to High School offered by the Santa Teresa Campus from the Federal Institute of Education, Science and Technology of Espirito Santo – Ifes. The interviews were submitted to a categorical analysis, according to Bardin (2011). Finally, to deepen the knowledge about the curricular issues, consultations to educational projects, teaching plans and evaluations were held up to identify the knowledge mobilized by teachers from the Technical Training of the Course research based on the competencies and skills evaluated by Enem