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 .
