O novo ENEM: análise de questões com ênfase na microbiologia e revisão sobre a importância na reformulação do currículo escolar.

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.