Nombre: RODRIGO MARQUES
Fecha de publicación: 27/10/2020
Supervisor:
Nombre |
Papel |
|---|---|
| WAGNER DOS SANTOS | Advisor * |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| ANTONIO HENRIQUE PINTO | External Examiner * |
| DANILO SALES BOCALINI | Internal Examiner * |
| JOSÉ AIRTON DE FREITAS PONTES JUNIOR | External Examiner * |
| JULIANA MARTINS CASSANI | External Examiner * |
Páginas
Sumario: This Thesis analyzes whether the practitioner that legitimizes and differentiates Physical Education from other curricular components in the context of basic education has been suffering from an excessive theorization to emphasize the content that has been valued by Enem. It investigates whether the entry of Physical Education in Enem, after its reconfiguration, has strained the pedagogical practices of teachers of the discipline so that they theorize more their intervention, thus meeting the requirements related to the exam. It takes as a reference the theoretical and methodological assumptions of Cultural History (BLOCH, 2001; CERTEAU, 2012; GINZURG, 2002), of the Public Policy Cycle Approach (BOWE; BALL; GOLD, 1992; BALL, 1994a; MAINARDES, 2006) and Sociology of Education (CHARLOT, 2000). For the production of the sources we use: the indexers aiming to know the intellectual, national and international production on the standardized exams; the documents that justify the use of Enem according to the Ministry of Education MEC nº 438/1998, which establishes it as a procedure for evaluating the performance of students' skills and abilities and a semi-structured interview with Physical Education teachers and Pedagogues working in the Sedu schools, best ranked in Enem. The thesis has three axes of analysis, intrinsically related: 1) The conceptual discussion of standardized exams according to their nature (national or international); its purposes (certification and / or metadata production); and its effects (moderate stakes or high stakes - moderate or high risk; low stakes - no effects or with weak effects); 2) The historical process of inserting the performance evaluation of Enem high school students in official documents; 3) The appropriation of knowledge (pedagogical practices) related to Enem, carried out by Pedagogues and Physical Education teachers Sedu, aiming at preparing students to take the exam. Based on the main findings, the thesis refutes the hypothesis that the entry of Physical Education in Enem, after its reconfiguration, has strained the pedagogical practices of teachers of the discipline so that they theorize more their intervention, thus meeting the requirements related to the exam contributing to the excessive theorization of the Physical Education curricular component in high school.
Keywords: Standardized exams; Large-scale evaluation; Enem; Basic education; Physical Education.
