Correlações entre justiça e qualidade: um estudo sobre o ENEM

Abstract

This paper aims to identify the conceptions of quality and justice in the Brazilian national college entrance exam (ENEM) as an evaluative tool, present the students s view on quality and justice related to education and identify how they perceive the effects of ENEM in their school practices. The main conceptions of justice are presented by Dubet (2012), who deals with equality of opportunities and positions and meritocracy (2004, 2008, 2012), Walzer (2003) with a concept of complex equality and spheres of justice and Fraser (2012) with a perspective of justice as redistribution and recognition. From this start point, the research takes a qualitative approach examining official documents such as the Education Law (Lei de Diretrizes e Bases da Educação Nacional) (2010) and the Brazilian Education Plan (Plano Nacional de Educação) (2014) that concern the implementation and goals of external evaluations and in particular ENEM, for the advantage of quality public education. By analyzing the documents, the conceptions of quality and justice and the practice observed in the State Education Department (Secretaria de Educação do Estado do Rio de Janeiro) while working as teacher, tensions have been encountered, raising doubts about the effectiveness of the public policy on evaluation in large scale. Thus, to have the students voice considered in the research, it was necessary to create discussion groups concerning the relation among ENEM, quality and school justice.