Inovação e tradição no Exame Nacional do Ensino Médio.

Abstract

Considering the inductive role of the state (FREITAS, 2007) in relation to public policy educational assessment, the "Exame Nacional do Ensino Medio", notably from 2009 - the year of establishment of the unified entrance exaln proposal - has been presented by the MEC as a "innovative test", "different". In this article, we investigate how this innovation occurs at the Enem through the concepts of competencies, skills, interdisciplinarity and "problem situation". We argue that the test aims at innovating, but features many traditional issues. Therefore, at first, we tried to understand the exam in socio-historical context in which it was instituted, and then we analyzed excerpts of Enem Theoretical and Methodological Rationale (BRAZIL, 2005). Moreover, we do a survey of the themes contained in the proposals of composition to ratify sorne observations.