Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí

Abstract

This research is located in the field of educational policy of large-scale assessment, with the ENEM policy as the object of study and discusses its implications for teaching practice. The debate revolves around the policy of large-scale assessment and assumes that ENEM is part of neoliberal education policies, in line with the perspective of the evaluating state in the field of secondary education. The aim is to analyze teachers' perceptions of the implications of the ENEM policy for teaching practice, considering teachers' professional habitus and performativity as systems of dispositions that guide the exercise of teaching in the field of secondary education in public schools in the state of Piauí. Thus, the question that mobilized the investigation was: what are the implications of ENEM for teaching practice in public high schools in the state of Piauí, as perceived by teachers, considering professional habitus and performativity? The theoretical-methodological perspective that underpins the research is based, in epistemological terms, on constructivism with a sociocritical theoretical dimension, anchored in Pierre Bourdieu praxeological method (2001, 2002, 2003, 2007, 2008), especially in his notion of habitus, as a principle that generates practices, in dialog with Stephen Ball notion of performativity (2002, 2005, 2010, 2014). The articulation between the two allowed for the definition of the categorical construct of analysis, based on professional habitus articulated with performativity, which is being used as an analytical research resource. In the empirical dimension, the methodological path involves a study of the social field of secondary education in Piauí and the subfield of two state schools, one with "good" results in the ENEM and the other with "low" results. Semi-structured interviews were carried out with eleven teachers, whose data analysis is based on French discourse analysis, based on the economy of linguistic exchanges: what speaking means by Bourdieu (2008a), the genesis of discourses by Maingueneau (2008) and the principles and procedures of discourse analysis by Orlandi (2009). The results point to empirical evidence of the performativity incorporated into teachers' professional habitus, to the extent that this habitus is predisposed to incorporate it. The conclusion is that teaching practices in the schools surveyed have been driven by the ENEM, so that proficiency results have become the center of pedagogical action, leaving the social function of the school silenced in an exchange of symbolic value, which is established in the dialectic between habitus and performativity.