Avaliação educacional em Boa Vista- Roraima: O ENEM como referência para o ensino técnico integrado ao ensino médio

Abstract

The debates on evaluation currently focus on the following themes: teacher-student relationship, formative and diagnostic evaluation, mediator evaluation, evaluation of competences, evaluation as regulation and emancipation, among others. In the present study, much more than discussing educational policy, we seek to understand the role of evaluation within the educational process, and how its inappropriate use can compromise decision making. In this scenario, this work establishes as general objective to carry out an educational evaluation with ENEM as reference for the Integrated Technical Education to High School, with the students of the Federal Institute of Roraima and the State Network of Education of Roraima. The choice of this topic is justified by the relevance of the educational evaluation systems chosen for the purposes of this work, in the assessment of the individual development of skills and abilities necessary for the integral formation of the student, his preparation for the exercise of citizenship and his qualification for work. It was also analyzed whether the evaluation system contributes to the development of skill and competence, with a view to improving the performance of the students of Integrated Technical High School Education. The methodology used was the bibliographic research, descriptive of qualitative character. A total of 120 (one hundred and twenty) students, distributed between the state schools and the Federal Institute of Roraima (IFRR) and 22 (twenty-two) teachers from these schools participated. A questionnaire was used to collect data. After the instrument was applied, it was consolidated, transformed into graphs and analyzed in the light of the theoretical reference. The results of this study show that students do not feel prepared to participate in the ENEM tests and that the teachers stated that they practically do not work in the classroom taking into account ENEM; have no definite line in pedagogical practice; sometimes work in one conception, sometimes in another, generating insecurity in the student. The vast majority of teachers see evaluation as an instrument for measuring knowledge and do not take into account the high school goal plans that should be their reference in the work plan. It is understood that the evaluation is still an instrument that is used by the teacher as a disciplinary resource, which excludes the possibility of making him able to think critically, because they are attached to pedagogical formalism.