Física no ENEM: estratégias pedagógicas para o ensino de física com enfoque no ENEM

Abstract

The general objective of this article is to analyze the pedagogical strategies used by teachers to teach physics, focusing on the National High School Exam (ENEM). Thus, an analysis of the ENEM was initially established, based on its concept and applications. Next, the theme of pedagogical practices was examined, as well as the concept of pedagogical methodologies and their functionalities. Finally, the description of some methodologies used in teaching physics for the ENEM was studied. To prepare this article, descriptive research was applied, based on documentary and bibliographic research of monographs, magazines and scientific articles related to the referred theme, news and works. Among the authors studied are Hoffmann (2013), Luckesi (2008), Paiva (2016), Parrenoud (2003), Pereira (2020), Santos (2023), Carvalho (2008), Gadotti (2000), Garrido (2010), Franco and Bonamino (2001), Kawamura (2003), Paiva (2016) Studart (2019), Veiga (2008) and Zabala (1998). As a result of this research, a variety of active educational methodologies for teaching Physics were found, as alternatives to the traditional method, which were adapted to the new demands of society, such as directing students to pass the ENEM. Thus, in contrast to the traditional method, active methodologies promote a more participatory and dynamic learning environment. Therefore, it is concluded that methodologies should be designed by teachers with a view to taking advantage of the student and their abilities, using activities that demand reasoning and developing practical and theoretical skills.