ENEM em libras e a avaliação na educação básica pelo olhar dos surdos

Abstract

The National High School Examination (Enem) is the most expressive evaluation of Brazil because thousands of students apply to this evaluation every year. Over time, it has been changing to achieve varied social demands such as admission to public Brazilian universities, based on the result obtained in the test and in the inscriptions in universities through the Unified Selection System (Sisu). Since 2017 the exam is applied in Libras (Brazilian sign language). Thereby, this research proposed to observe if this new proposal is enough to promote educational accessibility, ensuring equal conditions of application for a college education. Therefore, it was verified the absence or presence of educational practices that contemplate the test gender in Libras in basic education. In order to reach this goal, we are based on Bakhtin's (1992; 2003) theories, as well as Vygotsky's historical-cultural theory, of the work Pensamento e Linguagem (Thought and Language, 1989) and the authors of Deaf Studies (SKLIAR, 2005; LACERDA, 2009, MARTINS, 2013, among others), as well as the perspectives of deaf participants who tested the Enem in Libras. With this proposal, we verified if the test in Libras, in the speech of the participants, was previously offered in their basic education or if their contact with this kind of test was given only in this final exam. This is a qualitative research of exploratory and descriptive nature with a case study, through semi-structured interviews. To achieve this proposal, we first did bibliographical research in official documents of the National Institute of Studies and Research (Inep) referring to the Enem, and focus this research in that direction. After this, we interviewed four deaf candidates who did the Enem in Libras to bring their considerations about their experience with the exam. The results demonstrate that the deaf were very pleased to take the test in Libras, stating that their language and their needs were respected. However, difficulties in basic education were reported, mainly due to the absence exams in Libras during this period of schooling. We understand that the challenges faced by the deaf in the lack of contact with the school tests in Libras in basic education are not a reason to remove the Libras exam application of the Enem. because it promotes well-being for the deaf and represents their empowerment. Nevertheless, the research points to the need to review the educational bases for the effective educational inclusion of deaf people, enhance their practices and enunciative experiences in Libras, promoting new bilingual curricular proposals.