Quem tem medo do ENADE? Um estudo acerca das habilidades de leitura configuradas na proposta de avaliação das provas de “formação geral”.

Abstract

Among the major problems that affect the contemporary educational scenario are the difficulties faced by students of Elementary and Secondary Education, as well as undergraduate students, in performing state and national examinations (SARESP, ENEM, ENADE etc). Recent researches confirm that, possibly, the origin of such impasses resides in the deficiencies and fragilities in the process of formation of readers, since the student does not acquire the ability to make inferences and detect implicit information. Considering this framework, the present study has as main objective to problematize the evaluation proposal registered in the ENADE tests, verifying how the reading abilities become preponderant element for the resolution of the exercises. Strictly speaking, it intends to analyze the "General Formation" booklet, contemplating only a sampling of three questions. Each one has been extracted from three different tests (Pedagogy (2011), Administration (2015) and Biological Sciences (2017)). The collected data were processed and duly analyzed based on the recent theories of reading and the contemporary reflections about evaluation.