Análise das questões sobre o corpo humano do Exame Nacional do Ensino Médio através do domínio cognitivo da Taxonomia de Bloom
Data
2022-07-20
Autores
Cunha, Pedro Antonio Goulart Leitão da [UNIFESP]
Orientadores
Santos, Camilo de Lellis [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O ENEM (Exame Nacional do Ensino Médio) é o principal mecanismo de acesso ao ensino superior brasileiro. O seu sucesso como porta de entrada para o ensino superior se deve aos programas governamentais de facilitação e incentivo ao ingresso no ensino superior, como por exemplo o Programa Universidade para todos (PROUNI) e o Sistema de Seleção Unificada (SISU), que utilizam a nota do ENEM. Entretanto este não é seu único objetivo, originalmente o ENEM tem como principal objetivo avaliar o desempenho dos estudantes concluintes da educação básica. Para que o ENEM atinja seus objetivos com excelência é necessário que suas questões sejam adequadas e coerentes com a realidade do que é ensinado na educação básica. Neste trabalho foi adotado método de pesquisa educacional quantitativa, foi realizada a análise das questões do ENEM, das edições de 1998 até 2021, que abordam a temática de corpo humano, a classificação do nível de cognição exigidos por essas questões e a incidência e frequência dos tópicos de fisiologia abordados ao longo das edições. Para a caracterização do nível cognitivo das questões foi utilizado a Taxonomia de Bloom Revisada. Observou-se que os tópicos Imunologia e Sistema Cardiovascular são os de maior incidência ao longo das edições do ENEM. Este trabalho comparou os dados e resultados aqui obtidos com os dados e resultados obtidos por Pedraga (2018), que realizou a mesma análise com as edições do ENEM de 1998 até 2017. Houve incongruências e diferenças significativas nos dados e resultados de Goulart (2022) e Pedraga (2018) uma vez que Goulart (2022) identificou 55 questões como sendo de corpo humano e dessas, 53% foram caracterizadas como LOC (Low Order Coginition) e 47% como HOC (High Order Coginition) enquanto Pedraga (2018) identificou 65 questões como sendo de corpo humano e uma proporção de 37% LOC e 63% HOC. Por fim pode-se concluir qual é o perfil das questões do ENEM, além de propor hipóteses a respeito da incidência dos tópicos de fisiologia e da incongruência entre as análises desta pesquisa em comparação a pesquisa desenvolvida por Pedraga (2018).
The ENEM (National High School Exam) is the main mechanism for accessing Brazilian higher education. Its success as a gateway to higher education is due to government programs to facilitate and encourage admission to higher education, such as the University for All Program (PROUNI) and the Unified Selection System (SISU), which use the ENEM note. However, this is not its only objective, originally ENEM has as its main objective to evaluate the performance of students graduating from basic education. In order for ENEM to achieve its goals with excellence, it is necessary that its questions are adequate and coherent with the reality of what is taught in basic education. In this work, a quantitative educational research method was adopted, the analysis of ENEM questions, from the 1998 to 2021 editions, which address the human body theme, the classification of the level of cognition required by these questions and the incidence and frequency of physiology topics covered throughout the editions. To characterize the cognitive level of the questions, Bloom's Taxonomy Revised was used. It was observed that the topics Immunology and Cardiovascular System are the ones with the highest incidence throughout the ENEM editions. This work compared the data and results obtained here with the data and results obtained by Pedraga (2018), who carried out the same analysis with the ENEM editions from 1998 to 2017. There were incongruities and significant differences in the data and results of Goulart (2022) and Pedraga (2018) since Goulart (2022) identified 55 questions as being of the human body and of these, 53% were characterized as LOC (Low Order Coginition) and 47% as HOC (High Order Coginition) while Pedraga (2018) identified 65 questions as being from the human body and a ratio of 37% LOC and 63% HOC. Finally, it can be concluded what the profile of the ENEM questions is, in addition to proposing hypotheses about the incidence of physiology topics and the incongruity between the analyzes of this research compared to the research developed by Pedraga (2018) .Key words: ENEM. Human Body. Revised Bloom Taxonomy. Biology Teaching. Educational Assessment.
The ENEM (National High School Exam) is the main mechanism for accessing Brazilian higher education. Its success as a gateway to higher education is due to government programs to facilitate and encourage admission to higher education, such as the University for All Program (PROUNI) and the Unified Selection System (SISU), which use the ENEM note. However, this is not its only objective, originally ENEM has as its main objective to evaluate the performance of students graduating from basic education. In order for ENEM to achieve its goals with excellence, it is necessary that its questions are adequate and coherent with the reality of what is taught in basic education. In this work, a quantitative educational research method was adopted, the analysis of ENEM questions, from the 1998 to 2021 editions, which address the human body theme, the classification of the level of cognition required by these questions and the incidence and frequency of physiology topics covered throughout the editions. To characterize the cognitive level of the questions, Bloom's Taxonomy Revised was used. It was observed that the topics Immunology and Cardiovascular System are the ones with the highest incidence throughout the ENEM editions. This work compared the data and results obtained here with the data and results obtained by Pedraga (2018), who carried out the same analysis with the ENEM editions from 1998 to 2017. There were incongruities and significant differences in the data and results of Goulart (2022) and Pedraga (2018) since Goulart (2022) identified 55 questions as being of the human body and of these, 53% were characterized as LOC (Low Order Coginition) and 47% as HOC (High Order Coginition) while Pedraga (2018) identified 65 questions as being from the human body and a ratio of 37% LOC and 63% HOC. Finally, it can be concluded what the profile of the ENEM questions is, in addition to proposing hypotheses about the incidence of physiology topics and the incongruity between the analyzes of this research compared to the research developed by Pedraga (2018) .Key words: ENEM. Human Body. Revised Bloom Taxonomy. Biology Teaching. Educational Assessment.