Orientações didáticas para o ensino de termodinâmica e eletromagnetismo no contexto do Enem

Abstract

The National Exam of Media Education - ENEM, today represents the main form of entrance in the universities of the Country. Its proof model is structured in competencies and skills and seeks to encourage reasoning through an interdisciplinary and contextualized approach. In this sense, the present work presents an analysis carried out with the objective of identifying the context of approach of two contents of Physics, Thermodynamics and Electromagnetism, in the science tests of the nature of the last ten editions of the Exam. The methodology adopted in this study consists of a documentary research with a qualitative approach, which had as object the items of Physics, specifically, those related to the knowledge of the mentioned contents. The study was based on the works of Andriola (2011), Oliveira (2016), Halliday (2009 and 2011) and in documents such as PCN (2000), PCNs (2002), LDB (1996) and ENEM Reference Matrix. From the analysis of the tests, it was possible to identify that within these contents, the most recurrent subjects in the Exam are Thermal Machines, Calorific Capacity and Specific Heat, Electric Circuits, Power and Energy and Power and Electrical Energy in devices electrics. Based on these data and on the analysis of the context of the related items it was possible to outline strategies for each of these topics, which seek to align the way these contents are approached in the classroom, with the in the way they are explored in the exams