The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/4102 |
Resumo: | It is evident in our society that the learning assessment practices that have been developed in our educational institutions have not always been used as subsidies that help, improve and exponentiate the teaching and learning processes, as they primarily intend to measure and quantify the knowledge, neglecting the identification and stimulation of certain individual and collective potentials. In this perspective, this work intends to point out intrinsic relationships and problematizations about the evaluation process in High School, highlighting the importance of using the tools to improve teaching practice and in favoring educational policies that respond to the results expressed year after year, emphasizing that the intentionality of the assessment must always be in line with the basic guidelines and the multiple skills that are expected to be improved in each teaching segment, in addition to highlighting the important role of Enem in the systematization of a didactic that excels in the integral development of the expected skills in the Reference Matrix and other official documents that legitimize teaching in Brazil. The study also addresses issues pertinent to the changes that occurred over the years in the Enem assessment mechanisms, for better understanding, we conducted a descriptive and qualitative research, anchored in the studies of (Bakhtin, 1997; Antunes and Luckesi, 2003; Esteban, 2005) , in addition to other authors, who also warn about evaluative issues related to the teaching of Portuguese. In addition, for a better understanding of the lines of this study, we analyzed three questions from the Portuguese language exam of Enem - 2017 based on skills 01 and 09 of the Enem Reference Matrix in order to explain this association between the concept of evaluation and the way in which we understand its applications in Portuguese language teaching practices. |
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The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learningLa evaluación del idioma portugués en las pruebas de Enem: Un análisis crítico de los instrumentos de (des) inserción de la asignatura en el proceso de construcción de enseñanza / aprendizajeA avaliação de língua portuguesa nas provas do Enem: Uma análise crítica sobre os instrumentos de (des)inserção do sujeito no processo de construção do ensino/aprendizagemConcepções avaliativasLíngua PortuguesaMatriz de Referência do Enem.Concepciones evaluativasLengua portuguesaEnem Reference Matrix.Evaluative conceptionsPortuguese languageEnem Reference Matrix.It is evident in our society that the learning assessment practices that have been developed in our educational institutions have not always been used as subsidies that help, improve and exponentiate the teaching and learning processes, as they primarily intend to measure and quantify the knowledge, neglecting the identification and stimulation of certain individual and collective potentials. In this perspective, this work intends to point out intrinsic relationships and problematizations about the evaluation process in High School, highlighting the importance of using the tools to improve teaching practice and in favoring educational policies that respond to the results expressed year after year, emphasizing that the intentionality of the assessment must always be in line with the basic guidelines and the multiple skills that are expected to be improved in each teaching segment, in addition to highlighting the important role of Enem in the systematization of a didactic that excels in the integral development of the expected skills in the Reference Matrix and other official documents that legitimize teaching in Brazil. The study also addresses issues pertinent to the changes that occurred over the years in the Enem assessment mechanisms, for better understanding, we conducted a descriptive and qualitative research, anchored in the studies of (Bakhtin, 1997; Antunes and Luckesi, 2003; Esteban, 2005) , in addition to other authors, who also warn about evaluative issues related to the teaching of Portuguese. In addition, for a better understanding of the lines of this study, we analyzed three questions from the Portuguese language exam of Enem - 2017 based on skills 01 and 09 of the Enem Reference Matrix in order to explain this association between the concept of evaluation and the way in which we understand its applications in Portuguese language teaching practices.Es evidente en nuestra sociedad que las prácticas de evaluación del aprendizaje que se han desarrollado en nuestras instituciones educativas no siempre se han utilizado como subsidios que ayudan, mejoran y exponen los procesos de enseñanza y aprendizaje, ya que principalmente tienen la intención de medir y cuantificar conocimiento, descuidando la identificación y estimulación de ciertos potenciales individuales y colectivos. En esta perspectiva, este trabajo tiene la intención de señalar relaciones intrínsecas y problematizaciones sobre el proceso de evaluación en la escuela secundaria, destacando la importancia de usar las herramientas para mejorar la práctica docente y favorecer políticas educativas que respondan a los resultados expresados año tras año, enfatizando que la intencionalidad de la evaluación siempre debe estar en línea con las pautas básicas y las múltiples habilidades que se espera mejorar en cada segmento de enseñanza, además de resaltar el importante papel de Enem en la sistematización de una didáctica que sobresale en el desarrollo integral de las habilidades esperadas en la Matriz de referencia y otros documentos oficiales que legitiman la enseñanza en Brasil. El estudio también aborda cuestiones pertinentes a los cambios que ocurrieron a lo largo de los años en los mecanismos de evaluación de Enem, para una mejor comprensión, realizamos una investigación descriptiva y cualitativa, anclada en los estudios de (Bakhtin, 1997; Antunes y Luckesi, 2003; Esteban, 2005) , además de otros autores, que también advierten sobre cuestiones evaluativas relacionadas con la enseñanza del portugués. Además, para una mejor comprensión de las líneas de este estudio, analizamos tres preguntas del examen de lengua portuguesa de Enem - 2017 basado en las habilidades 01 y 09 de la matriz de referencia de Enem para explicar esta asociación entre el concepto de evaluación y la forma en que Entendemos sus aplicaciones en las prácticas de enseñanza del idioma portugués.É manifesto em nossa sociedade que as práticas de avaliação da aprendizagem que vêm sendo desenvolvidas em nossas instituições de ensino nem sempre têm sido utilizadas como subsídios que auxiliam, aperfeiçoam e exponenciam os processos de ensino e aprendizagem, pois intentam, preponderantemente, mensurar e quantificar os saberes, menosprezando a identificação e o estímulo de determinados potenciais individuais e coletivos. Nessa perspectiva, este trabalho pretende pontuar relações intrínsecas e problematizações acerca do processo de avaliação no Ensino Médio, elencando a importância de utilizar-se dos utensílios de aprimoramento da prática docente e no favorecimento de políticas educacionais que respondam aos resultados expressos ano após ano, enfatizando que a intencionalidade da avaliação deve sempre estar em consonância com as diretrizes bases e as múltiplas habilidades do qual se espera aprimorar a cada segmento de ensino, além de destacar o importante papel do Enem na sistematização de uma didática que prime pelo desenvolvimento integral das competências previstas na Matriz de Referência e nos demais documentos oficiais que legitimam o ensino no Brasil. O estudo também aborda questões pertinentes as mudanças ocorridas ao longo dos anos nos mecanismos de avaliação do Enem, para melhor entendimento, realizamos uma pesquisa descritiva e qualitativa, ancorados nos estudos de (Bakhtin, 1997; Antunes e Luckesi, 2003; Esteban, 2005), além de outros autores, que também advertem acerca das questões avaliativas voltadas ao ensino de Língua Portuguesa. Ademais, para melhor compreensão das entrelinhas deste estudo, analisamos três questões da prova de Língua Portuguesa do Enem - 2017 pautados nas competências 01 e 09 da Matriz de Referência do Enem no intuito de explicitar essa associação entre o conceito de avaliação e o modo pelo qual depreendemos suas aplicações nas práticas de ensino da língua portuguesa.Research, Society and Development2020-05-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/410210.33448/rsd-v9i7.4102Research, Society and Development; Vol. 9 No. 7; e326974102Research, Society and Development; Vol. 9 Núm. 7; e326974102Research, Society and Development; v. 9 n. 7; e3269741022525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/4102/3483Copyright (c) 2020 Wagner Mônantha Sousa Morais, Claúdia Lucia Landgraf Pereira Valério Silva, Leidiane Jesus dos Santosinfo:eu-repo/semantics/openAccessMorais, Wagner Mônantha SousaValério, Claúdia Lucia Landgraf PereiraSantos, Leidiane Jesus dos2020-08-20T18:05:03Zoai:ojs.pkp.sfu.ca:article/4102Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:28:04.335965Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning La evaluación del idioma portugués en las pruebas de Enem: Un análisis crítico de los instrumentos de (des) inserción de la asignatura en el proceso de construcción de enseñanza / aprendizaje A avaliação de língua portuguesa nas provas do Enem: Uma análise crítica sobre os instrumentos de (des)inserção do sujeito no processo de construção do ensino/aprendizagem |
title |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning |
spellingShingle |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning Morais, Wagner Mônantha Sousa Concepções avaliativas Língua Portuguesa Matriz de Referência do Enem. Concepciones evaluativas Lengua portuguesa Enem Reference Matrix. Evaluative conceptions Portuguese language Enem Reference Matrix. |
title_short |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning |
title_full |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning |
title_fullStr |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning |
title_full_unstemmed |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning |
title_sort |
The Portuguese language assessment in Enem tests: A critical analysis of the instruments of (dis) insertion of the subject in the process of construction of teaching / learning |
author |
Morais, Wagner Mônantha Sousa |
author_facet |
Morais, Wagner Mônantha Sousa Valério, Claúdia Lucia Landgraf Pereira Santos, Leidiane Jesus dos |
author_role |
author |
author2 |
Valério, Claúdia Lucia Landgraf Pereira Santos, Leidiane Jesus dos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Morais, Wagner Mônantha Sousa Valério, Claúdia Lucia Landgraf Pereira Santos, Leidiane Jesus dos |
dc.subject.por.fl_str_mv |
Concepções avaliativas Língua Portuguesa Matriz de Referência do Enem. Concepciones evaluativas Lengua portuguesa Enem Reference Matrix. Evaluative conceptions Portuguese language Enem Reference Matrix. |
topic |
Concepções avaliativas Língua Portuguesa Matriz de Referência do Enem. Concepciones evaluativas Lengua portuguesa Enem Reference Matrix. Evaluative conceptions Portuguese language Enem Reference Matrix. |
description |
It is evident in our society that the learning assessment practices that have been developed in our educational institutions have not always been used as subsidies that help, improve and exponentiate the teaching and learning processes, as they primarily intend to measure and quantify the knowledge, neglecting the identification and stimulation of certain individual and collective potentials. In this perspective, this work intends to point out intrinsic relationships and problematizations about the evaluation process in High School, highlighting the importance of using the tools to improve teaching practice and in favoring educational policies that respond to the results expressed year after year, emphasizing that the intentionality of the assessment must always be in line with the basic guidelines and the multiple skills that are expected to be improved in each teaching segment, in addition to highlighting the important role of Enem in the systematization of a didactic that excels in the integral development of the expected skills in the Reference Matrix and other official documents that legitimize teaching in Brazil. The study also addresses issues pertinent to the changes that occurred over the years in the Enem assessment mechanisms, for better understanding, we conducted a descriptive and qualitative research, anchored in the studies of (Bakhtin, 1997; Antunes and Luckesi, 2003; Esteban, 2005) , in addition to other authors, who also warn about evaluative issues related to the teaching of Portuguese. In addition, for a better understanding of the lines of this study, we analyzed three questions from the Portuguese language exam of Enem - 2017 based on skills 01 and 09 of the Enem Reference Matrix in order to explain this association between the concept of evaluation and the way in which we understand its applications in Portuguese language teaching practices. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-05-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/4102 10.33448/rsd-v9i7.4102 |
url |
https://rsdjournal.org/index.php/rsd/article/view/4102 |
identifier_str_mv |
10.33448/rsd-v9i7.4102 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/4102/3483 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 7; e326974102 Research, Society and Development; Vol. 9 Núm. 7; e326974102 Research, Society and Development; v. 9 n. 7; e326974102 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052735694045184 |