Navegando por Autor "Bernardo"

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    Análise dos conteúdos e áreas predominantes de química das provas do ENEM dos últimos cinco anos (2020 - 2024): verificação da influência da BNCC na construção
    (2025-07-01) Góes, Célio dos Santos; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461; Martins, Thatiane Veríssimo dos Santos; http://lattes.cnpq.br/7197648395296383
    This study presents the history and structure of the National High School Exam (ENEM), highlighting its evolution as the main mechanism for access to higher education in Brazil and its alignment with the competencies and skills of the National Common Curricular Base (BNCC). It also addresses the challenges faced in Chemistry teaching, such as the lack of infrastructure in schools, students' learning difficulties, and the inadequate training of teachers. Furthermore, the study analyzes the guidelines of the BNCC and the National Curriculum Guidelines for High School (DCNEM), which emphasize the integral formation of students, focusing on the development of scientific competencies, critical thinking, and the application of knowledge in real-life situations. The main objective is to analyze the Chemistry content present in the ENEM exams, within the area of Natural Sciences and their Technologies, between the years 2020 and 2024. The research aimed to identify the most recurring topics, the contexts used in the questions, and the BNCC skills most frequently addressed. The methodology adopted was both quantitative and qualitative, involving a bibliographic review, documentary analysis of the exams, and categorization of the questions according to content and BNCC skills. The results showed a predominance of the areas of Physical Chemistry 28,39%, Organic Chemistry 28,39%, and Environmental Chemistry 18,52%, as well as a strong presence of questions contextualized with themes such as health, environment, and technology. The skills EM13CNT104, EM13CNT301, and EM13CNT307 were the most frequent. In conclusion, the ENEM prioritizes an interdisciplinary and contextualized approach, aligned with the principles of the BNCC, requiring students to mobilize integrated knowledge for problem-solving.