Análise de aspectos sociocientíficos em questões de química do Enem: subsídio para a elaboração de material didático para a formação cidadã

Abstract

To use didactic sequences that consider socio-scientific issues (SSI) perspectives can be a strategy to develop the competences and abilities required on the National Standards (PCN) and on the High School National Exam (Enem) References Guide and the specific objective proposed to Chemistry teaching. The usage of SSI, including in wide-ranging evaluations, such as the Enem, requires the demands: topic relevance, with the usage of global themes for example; controversy, i.e. a stimulus to the development of argumentation to elaborate and evaluate hypothesis and make decision considering the established controversy; and the relation between the two requirements with the scientific knowledge. By using de Content Analysis proposed by Bardin on the question of the National Exam was possible to design an exam profile. In contrary to what was expect as a profile for the Enem, the exam presents a disciplinary and propaedeutic profile, reflecting the Universities needs for their admission process, which can result in an exam with only a few questions with SSI characteristics, demotivating its usage in classes. Therefore, the development of material that presents orientations and examples for SSI activities can be a way to spread the methodology to Chemistry teachers and stimulate its usage and. It can possibly cause chances in Enem characteristics.