Análise do processo de revisão das práticas de gestão escolar com base em resultados da avaliação do ensino, à luz de princípios éticos

Abstract

In the last decade of the XX century, with the publication of the Law of Guidelines and Bases for National Education 9.394/96, a new scenario for conducting Brazilian education is installed. It is the moment for restructuring the conception of school administration toward a democratic perspective, where the school entity begins to have a participative management with the strengthening of a Collegiate Council, with representation from all the segments of the school: faculty, student body, technical staff, parents and administrators. Within this context the Enem arises, which is an evaluation exam on the larger national scale and becomes the main selection resource for entering higher level education. Based on this new requirement, a review of the pedagogical political project became necessary, aiming at a quality education which could meet the new social demands. In this way, this research was carried out because of the need to reflect about evaluation and the importance of evaluation within a democratic and ethical school management, as well as for the formation of the student. Thus the goal of this research was to analyze the implications of the large scale evaluation ENEM on the learning teaching process, as well as to be a reflection on the practice of the educator and of the school in light of the theoretical knowledge that is articulated with ethical values. For this, the method of multiple case studies was used for providing the foundation for this research. This method can be conducted to explore, describe and explain associated with the discourse analysis theory, what would best be able to attend to the general goal of Studying the level of use of the results of the ENEM to supplement the pedagogical policies in three public schools of Vitória da Conquista in the light of ethical principles .