Políticas públicas educacionais no âmbito da Química do ensino médio e suas consequências para o ensino superior

Abstract

Educational public policies have an impact on the school environment in a way that they were designed to guide curriculum, pedagogical political projects (PPP), managers, teachers and students in order to promote quality education for all levels of education. The Common National Curriculum Base (BNCC) is a public policy of guidance which divides its contents by areas of knowledge in order to transmit transdisciplinarity and contextualization of knowledge. This work aims to analyze the approach to chemistry in High School, ENEM and Higher Education, considering public educational policies. First, an analysis of the chemistry questions of the ENEM tests for the years 2016, 2017, 2018, 2019 and 2020 was carried out in order to identify the most present contents and then a comparison was made with the contents proposed by the BNCC for High School. Data were collected with high school (EM), Higher Education (ES) and Higher Education chemistry teachers to understand the difficulties in specific chemistry subjects. After analyzing the data, it was concluded that the difficulties of higher education come from Basic Education as a result of current public policies, and that the ENEM is not an effective exam, because although the student cannot achieve a good grade in the area of knowledge in who intends to attend higher education, still has the possibility