Enunciative Texts Present in Physical Issues of Editions of a Brazilian National Exam as Possible Triggers of Socio-Scientific Discussions
- 1 Postgraduate Program in Professional Technology Education, Federal Institute Goiano (IF Goiano), Urutaí, Brazil
- 2 Postgraduate Program in Education for Science of the University of the State of São Paulo (Unesp), Bauru, Brazil
Abstract
In this article we identify and analyze texts on physics questions in seven editions of a Brazilian national exam, with the purpose of bringing contributions to teaching planning and pedagogical actions with the perspective of supporting the creation of socio-scientific discussions (SSD), capable of inducing students in their citizenship development, in view of the difficulties of being worked in Sciences/Physics teaching environments appointed by the literature. A Brazilian state was chosen as a field, whose locus included six municipalities and 12 public institutions of basic education. Given that the results seem to distort the reality of the school context, the aforementioned difficulties were then theoretically and empirically disassembled, proving to be potentially minimized with the establishment of trails that enable the teacher to work on SSD identified in materials of easy and universal access, which contributes with advancement in the field of Science-Technology-Society education.
- Bardin, L. (2011). Análise de Conteúdo. Sao Paulo: Edicoes 70.
- Brasil (2010). Exame Nacional do Ensino Médio. Caderno Azul. Ministério da Educacao e Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP).
- Brasil (2013). Exame Nacional do Ensino Médio. Caderno Branco. Ministério da Educacao e Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP).
- Brasil (2015). Exame Nacional do Ensino Médio. Caderno Azul. Ministério da Educacao. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep).
- Fernandes-Sobrinho, M. (2016). Temas sociocientíficos no Enem e no livro didático: Limitacoes e potencialidades para o ensino de Física (Doutorado). Brasília: Universidade de Brasília (UnB). http://repositorio.unb.br/bitstream/10482/21065/1/2016_MarcosFernandesSobrinho.pdf
- Fernandes-Sobrinho, M. (2017). Enem e a tonica avaliativa à qualidade educacional: Incongruências para além da visao romantica. Multi-Science Journal, 1, 1-4. https://www.ifgoiano.edu.br/periodicos/index.php/multiscience/article/view/368
- Fernandes-Sobrinho, M., & Santos, W. L. P. dos. (2014). Insercoes da interdisciplinaridade e contextualizacao em intens do enem/2013 com potencial ao enfoque CTS. Uni-pluri/versidad, 14, 94. http://search.proquest.com/openview/6babc27944cb6c97c6d4778000ddb737/1?pq-origsite=gscholar
- Fernandes-Sobrinho, M., Ramos, T. C., & Santos, W. L. P. dos. (2016). Temas sociocientíficos (des)velados no Enem: Potencialidades à ampliacao de fontes e de gêneros textuais ao ensino de Física. Indagatio Didactica, 8, 514-533. http://revistas.ua.pt/index.php/ID/article/view/3887
- Fernandes-Sobrinho, M., Ramos, T. C., Souza, P. V., & Santos, W. L. P. dos. (2017). Discussoes sociocientíficas na Física do Enem: Aproximacoes entre a pesquisa e a prática de ensino. Ensenanza de Las Ciências, (Extra), 4761-4768. https://ddd.uab.cat/record/183625
- Ketele, J.-M. de, & Roegiers, X. (1999). Metodologia da recolha de dados: Fundamentos dos métodos, de observacoes, de questionários, de entrevistas, e de estudo de documentos. Lisboa: Instituto Piaget.
- Levinson, R., Turner, S., Koulouris, P., Desli, D., Douglas, A., Evans, J., & Kirton, A. (2001). The Teaching of Social and Ethical Issues in the School Curriculum Arising from Developments in Biomedical Research: A Research Study for Teachers. http://eprints.ioe.ac.uk/497/1/Levinson2001Theteaching.pdf