2013-05-172013-05-172013-04-26CARNEIRO, Verônica Lima. Política de avaliação e trabalho docente no ensino médio. 2013. 258 f. Tese (Doutorado) - Universidade Federal do Pará, Instituto de Educação, Belém, 2013. Programa de Pós-Graduação em Educação.https://repositorio.ufpa.br/handle/2011/3861The research deals with assessment and teaching in high school, where the object of research and analysis assessment policies that have been instituted since the early 1990, with specific focus on the so called new Enem and its impact on teachers' work. The study aims at analyzing and understanding the reforms instituted in Brazilian education from the 1990s, with a focus on external evaluation, specifically in implementing the Enem, while an evaluation process implemented in the wake of a new educational regulation and its possible repercussions on the teaching work at this level of education, the last stage of basic education, with the locus of the Metropolitan Cariri - CE. Regarding the methodology, we opted for qualitative research approach, focusing on the complex world of policy and external evaluation of teaching in high school, resorting to collecting data, the exploratory research, literature review, document analysis and non-directive interviews. Data analysis was performed based on content analysis, based on exhaustive analysis of information gathered that, collated with the theoretical allowed the emergence of some categories of analysis, such as external evaluations, teaching, education and regulation accountability. As a summary of the results obtained, we emphasize that: - Reform of the State Apparatus Brazilian implemented from the 1990s, established the “state evaluator”, based, among others, the unaccountability of state for social policies, the focus results in excellence, and performativity in achieving efficiency and educational effectiveness, instituting control mechanisms, in the form of reviews, for the promotion of education regulation, to ensure the dominant values in educational school, controlling their results, - are strong the impact of educational policies listed under market logic about the school, since it has undergone significant changes in recent decades, due to the "state appraiser" and the growing centrality of external evaluations; - external evaluations large-scale, highlighting the Enem, favor accountability, through the phenomena of irresponsibility of the state, increasing school accountability and professional education, meritocracy and the privatization of education, promoting the intensification of teachers' work; - the current assessment model of large scale requires emphasis on outputs or outcomes rather than the process, focusing on individual tract of institutions or students, through predominantly quantitative data, resulting in classification and rankeamento, encouraging competition between educational institutions and between subjects; - this process is reflected in the work of teachers, intensifying it, as teachers, in default of its objective working conditions that are appalling in most public schools, tend to be responsible, individually, the success or failure of their students; - Finally, we note that despite new assignments and responsibilities are being charged to the teacher, including the unilateral imposition of goals to be achieved, there is, in contrast to the demands posed by Enem, an effective state policy toward the enhancement of professional teachers in Ceará, either through career, remuneration and/or continuing education.porAcesso AbertoEducação e EstadoProfessoresEnsino médioAvaliação de desempenhoExame Nacional do Ensino MédioRegião Metropolitana do Cariri – CECeará - EstadoTeseCNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS