O ensino de Biologia e o novo ENEM: saberes e perspectivas de professores no Ensino Médio São Gonçalo 2016

Abstract

In Brazil, the implementation of programs such as the System of Assessment for Basic Education (SAEB in Portuguese) in 1990 and the National High School Exam (ENEM in Portuguese) in 1998, has initiated an external evaluation proposal, which aims the evaluation of the learning of the students and the quality of Brazilian education. From 2010, this concern is intensified by the use of ENEM as a form of access to most public universities and has called attention for assuming functions previously reserved for the entrance exam in a number of higher education institutions. Teachers are individuals who act and influence the construction of school subjects. Thus, it is important to reflect on the influence of ENEM in teaching practice, not to make it a provocative for the perspectives and practices of teachers in the development of the curriculum in high school, in order to favor some contents and pedagogical practices instead of others. This study investigated the influence of large-scale tests, particularly the New ENEM (2009-2015) in the teaching of Biology in the school curriculum, based on the analysis of objects of knowledge of previous tests and focus on the analysis of knowledge and perspectives of the High School teachers in schools in the state of Rio de Janeiro. The research has qualitative and quantitative approach, with the application of questionnaires. From October 2015 to July 2016 a questionnaire was applied to 30 biology teachers working in public and private schools in the state of Rio de Janeiro, the intention was to investigate what they say about the possible influences of ENEM and vestibular exams in the school discipline Biology. The main results show that most teachers who teach in public schools have an indirect relationship with ENEM, this interference will happen in school material, with the appearance of questions from previous ENEM exam. In general, these teachers do not feel pressured by these tests. However, teachers who work in private schools are completely linked in subjects that will result in the success of their students on ENEM exam. Therefore, according to the analysis proposed on this paper we observed that the examination has mainly influenced the change in the valuation model proposed by these schools, through the use of simulated and previous questions in exercises and tests. Moreover, there is the selection of content and emphasis on the most charged content. obviously, teachers plan their classes based on these tests.