Reflections based on dialogue among chemistry’s items on exame nacional do ensino médio (ENEM), on curriculum and in teaching pratice

Abstract

The aims of this work are to propose a dialogue between three important elements in basic education: the curriculum, the teaching practice and external evaluations, especially the Enem. The conceptual contents investigated were selected based on the analysis of items present in the blue tests of Enem, applied from 2009 to 2015, and the Curriculum of State of São Paulo. These contents selected were investigated in a questionnaire with Likert scale. The questionnaire was answered by a group of chemistry teachers that working in state public schools. Teachers analyzed the contents accordingly four criteria: occurrence in classroom, priority for the teacher, difficulty and receptivity for the students. The results show congruence between the elements analyzed for contents oriented to the 1st year of high school, characterized by knowledge of general chemistry. For the 2nd and 3rd years of high school, there was a divergence between contents evaluated in the tests of those present in the real curriculum, developed by the teachers.

Keywords

• enem
• currículo
• prática docente
• ensino de química