MEDEIROS, A. D.; http://lattes.cnpq.br/6094540875944524; MEDEIROS, Ariane Dantas de.
Abstract:
The ENEM (National High School Exam) is a national assessment created in 1998 with the
purpose of evaluating the student at the end of basic education, for possible improvements and adjustments in the
educational scope. In 2009, the exam underwent a reformulation, serving as a
admission to higher education. Since then, the ENEM came over the years replacing the
old college entrance exams, for presenting principles guided by interdisciplinary questions and
contextualized, stimulating the development of teaching-learning practices
aimed at solving problem situations. In this perspective, this work aimed to
review the literature in order to verify the possible inducing effect of the test on the
reformulation of microbiology teaching and learning, as well as analyzing the issues that
refer to microbiology in ENEM tests between 2009 and 2015, in order to know if
the interdisciplinarity and contextualization of the contents are in fact present in the exam.
For the accomplishment of this work, articles researched in journals of
national and international circulation highlighted in Qualis da Capes 2015, in addition to the
official Brazilian educational documents for the discussion about the interference of ENEM
in the teaching-learning process. The microbiology issues, present in the area of
Natural Sciences and its technologies, were read and analyzed from a framework that
identified aspects of: language; contextualization; knowledge covered and required
to resolve the issue. From the results it was observed that the principles applied in the
exam are gradually interfering significantly in the teacher's practice in the classroom.
class and consequently in student learning. Despite the present traditionalism
In the teaching of microbiology, there are many methodologies that can bring the student closer to his
everyday life and promote their learning. In the analyzed questions, the
contextualization and interdisciplinarity were present in most of them and the
microbiology was articulated with many subareas of biology such as: Physiology
human health, botany, biotechnology, human health, among others. It is therefore suggested that the
ENEM is fulfilling its objectives, allowing a greater chance of changes
in the microbiology teaching-learning process.
