Ensino de História a partir de questões do Enem: avaliação e interculturalidade

Abstract

The National High School Examination (ENEM), instituted as a public policy related to Higher Education access since 2009, as well as the traditional entrance exams, end up conditioning the teaching of History of formal and informal, public and private, education institutions. The impacts can be perceived in the choices of the evaluation methods and the programmatic contents worked on. This work presents the development of a use possibility of the History’s questions of ENEM in the History teaching associated with a reflexive evaluative practice focused on interculturality. In this perspective, the interculturalism, in addition to recognizing diversity, proposes the integration and transformation of the social agents involved, including the teaching and learning processes. The research emerged from a bibliographic survey about the referred themes and their respective concepts, starting from that, a brief historicization of the History teaching and the evaluation was elaborated, highlighting Brazilian aspects, and finally, a profound survey about specificities and concepts of Interculturality and Evaluation, considering their variations and characteristics, was carried out. In order to contextualize the work, the main elements of the structure, scope and impacts of ENEM were presented. Based on that, the following subjects were selected: Heritage and Identity Education, and Indigenous and Afro-Brazilian themes, these subjects were references in the choices of the issues to be worked on. After the theoretical discussion, a selection of four guiding axes was presented, which served as an instrument for the reading and problematization of the ENEM’s issues chosen in the work.