Avaliação qualiquantitativa das questões voltadas a temática ambiental no exame nacional do ensino médio - ENEM

Abstract

The need for a contextualized and interdisciplinary teaching that considers the theme of the environment in high school and in evaluative tests in education is relevant. The ENEM has sought to use the contextualization and problematization to evaluate the mobilization of the concepts acquired by its candidates. Environmental issues have great potential for articulating integrated contexts of exam questions. Assuming that there is a need to develop further research on this subject, the present work presents the result of a research whose objective was to analyze the insertion of the environmental theme in the ENEM tests. This study is essentially characterized as a qualitative and quantitative documentary analysis, since the Enem notebooks from 1998 to 2017 were used as a source of data collection, involving questions related to environmental themes and related contents. A total of 2,493 questions were analyzed, out of a total of 448 questions on environmental issues, where 143(32%) they are in thematic biodiversity, being the series is in the section of Natural Sciences. As to its classification, 56% of the context contextualization, however, some have become difficult to be classified as to its utterance. Where, we can conclude what is necessary to implement the teacher, with the possibilities of a contextualized work in the classroom with the environmental training for the learning in relation to its environment and the problems that are in evidence.