Uma análise dos conceitos de cinemática presentes em questões do ENEM

Abstract

The National High School Examination (ENEM) is considered the greatest test in Brazil, applied annually to more than 5 million high school students, and is currently the main gateway to the University for thousands of students. In this sense, the main objective of this work was to analyze how the kinematics questions of the National High School Examination (ENEM) are presented. Kinematics questions contained in the last five editions of ENEM were selected and the statements were observed under different concepts, taking into account aspects such as the main topics addressed in kinematics, clarity in the formulation of questions, the presence of ambiguous or little relevant information and the coherence with the concepts addressed in the course. Aiming to contribute to a better understanding of how kinematics, one of the fundamental areas of Physics, is portrayed by the evaluation of High School. Therefore, this study can be characterized as a documentary research, based on the technique of content analysis. The results show that most of the questions present clear and objective statements, consistent with the concepts of kinematics addressed in high school and with little presence of unnecessary information. However, some questions point to a double meaning or lack of clarity in their statements, which can result in misunderstandings on the part of students. It is concluded, therefore, that the kinematics questions in the ENEM are, in general, well formulated, but there is room for improvement in terms of clarity and objectivity in their elaboration.