High School National Examination and its implications for environmental science teaching
DOI :
https://doi.org/10.5902/2236117028954Mots-clés :
Basic education, ENEM, Environmental science teachingRésumé
The National High School Examination (ENEM) is a government policy instituted by the Ministry of Education with the aim of evaluating this teaching stage, also serving as an alternative to access the Higher Education at the main universities of the country, through programs such as the System Unified Selection (SiSU), the University for All Program (ProUni) and Student Funding (FiES). Despite the reformulations it has undergone lately, the exam creates obstacles that can imply teacher autonomy and teaching, compromising the local and integrated approach to environmental themes. The aim of the present study is to discuss the implications of ENEM for the Environmental Science teaching. For this, preliminary bibliographic data such as articles indexed in the CAPES database and documentaries were collected through the analysis of the Human Sciences and Nature Sciences tests applied in 2016, which proved the little approach to local environmental themes in that year, prevailing those of global and the most developed region of the country, contradicting the interdisciplinary proposal of the examination. Thus, it is observed that the ENEM rarely addressed local questions in its tests, and the school should use other pedagogical instruments to improve the effectiveness of Environmental Science Teaching.Téléchargements
Références
BELTRÃO, J.A. A Educação Física na escola do vestibular: as possíveis implicações do ENEM. Movimento, v. 20, n. 2, p. 819-840, 2014.
BORNATTO, S. P. A redação do ENEM e a formação docente. In: National Congress of Education [Internet]; 2013 September 23-26; Curitiba, Brazil. 2013 [cited 2017 Feb. 22]. Available from: http://educere.bruc.com.br/ANAIS2013/pdf/9981_7059.pdf
BRAZIL. National Institute of Educational Studies and Research Anísio Teixeira. Ordinance nº 438, of May 28, 1998. Institutes the National High School Examination - ENEM. Brasília (DF): 1998.
GONÇALVES-JÚNIOR, W.P.; BARROSO, M. F. As questões de Física e o desempenho dos estudantes no ENEM. Revista Brasileira de Ensino de Física. v. 36, n. 1, 2014.
GUSMÃO, A.D.F. Os prismas da Geografia no exame nacional do ensino médio (ENEM): abordagem conceitual e temática da ciência geográfica na avaliação de 2015. In: National Meeting of Geographers [Internet]; 2016 June 24-30; São Luís, Brazil. 2016. [cited 2017 Feb. 22]. Available from: http://www.eng2016.agb.org.br/resources/anais/7/1466861452_ARQUIVO_OsPrismasdaGeografianoExameNacionaldoEnsinoMedio(ENEM)-abordagemconceitualetematicadacienciageograficanaavaliacaode2015.pdf
LEFF, E. Complexidade, Racionalidade Ambiental e Diálogo de Saberes. Educação e Realidade, v. 34, n. 3, p. 17-24, 2009.
LEFF, E. Saber ambiental: sustentabilidade, racionalidade, complexidade, poder. 7. ed. Petrópolis: Vozes, 2009.
MIRANDA, E.M. et al. ENEM 2009: articulações entre CTS, interdisciplinaridade e contextualização evidenciadas nas questões de Ciências da Natureza. In: National Meeting of Research in Education in Sciences [Internet]; 2011 December 5-9; Campinas, Brazil. 2011. [cited 2017 Feb. 22]. Available from: http://www.nutes.ufrj.br/abrapec/viiienpec/resumos/R0292-1.pdf
REIS, L.C.L.; SEMÊDO, L.T.A.S.; GOMES, R.C. Conscientização Ambiental: da Educação formal a não formal. Revista Fluminense de Extensão Universitária, v. 2, n. 1, p. 47-60, 2012.
SILVA, S.G. ENEM: implicações no currículo e no trabalho docente em educação de jovens e adultos. In: ANPED Regional Scientific Meeting [Internet]; 2016 July 24-27; Curitiba, Brazil. 2016. [cited 2017 Feb. 22]. Available from: http://www.anpedsul2016.ufpr.br/wp-content/uploads/2015/11/eixo13_SIMONE-GON%C3%87ALVES-DA-SILVA.pdf
SOUSA, S. Possíveis impactos das políticas de avaliação no currículo escolar. Cadernos de Pesquisa, n. 119, p. 175-190, 2003.