Avaliação, dispositivo coercitivo do estado neoliberal na formação dos sujeitos : análise do discurso das provas do Enade elaboradas pelo BNI

Abstract

Enade, assessment applied to undergraduate students, to measure the quality of courses at High Schools. For Foucault, exams serve as a norm of control over individuals, who become ¿subjected¿ in their training process. The thesis is defended that the tests, as evaluative pedagogical practices, function as devices of the technologies of neoliberal state power. The object of analysis focused on the Enade pedagogy questions of 2014 and 2017, prepared by BNI/INEP. The objective of the research was to identify if the items of the tests were elaborated from the curricular contents, competences and profile of the student foreseen in the DCN, and, from the data obtained, to know the influence that the processes of examination and tests can exert on the formation of subjects. The theoreticalmethodological foundations used by Foucault on the surveillance and control device that the tests exert on the formation of the evaluated subjects, and by Dardot and Laval on the concept of evaluation at the service of the logic of the performance of neoliberal governments when establishing a state "" evaluator¿ that mobilizes instruments of power in the formation of the neoliberal subject. Its specific objectives were: to describe the changes that took place in HEIs under the influence of neoliberal policy; describe the instruments for preparing BNI items; to point out the changes of SINAES from an emancipatory assessment to a regulatory function; to analyze the education professional profile desired by the job market supported by neoliberal governmentality discourses as truths; to know the perceptions and expectations about Enade, of the students, professors of the High Schools, of the debaters of the webinar. The methodological instruments were: bibliographic research; content analysis of the evidence in Bardin's conception; discourse analysis, from the perspective of Foucault, of the debaters of the webinar promoted by SEMESP and of the texts of the tests; questionnaires applied to students and teachers. From the analyses, it can be said that institutional evaluation reproduces the logic of competition and competitiveness typical of a neoliberal state, hiding the process of subjectivation that the technologies of power exert on individuals. The test prepared by BNI/INEP contains weaknesses in assessing the competences and curriculum contents of the courses. It is an exam that does not reveal the reality of each course or institution, bringing little contribution to students and managers of High Schools and loses its credibility as a public policy, however it serves the interests of the educational market, contributing to the governance of a neoliberal state.