Interdisciplinaridade e contextualização: Perspectivas do ENEM e implicações à prática do professor de Ciências

Abstract

In the professional practice of teaching several are the doubts, challenges and difficulties that teachers face. One of them is configured as the main one, which is to do the best possible mediation between the students and the knowledge of the sciences, aiming to contribute to the intellectual development and citizen training of individuals. In this way, teachers are often charged, both by the school as a whole (manager, coordinator), and by society and government institutions, regarding the quality of education offered to children and young people. What is expected of the teacher is that he prepares the students to perform well in official external evaluations, such as the National High School Examination (ENEM), which, objectively, allows access to higher education. Based on this the objective of the this work was to know the challenges that teachers of the area of Natural Sciences meet the requirements of the Exame Nacional do Ensino Médio – ENEM (Secondary School National Exam), concerning the requirements of interdisciplinary and contextualization. The participants of the research were teachers in the area of Natural Sciences (Biology, Chemistry and Physics), that work in different types of school (public and private) and are masters of the Graduate Program in Teaching Sciences and Mathematics Education of the State University of Paraíba. Our research has exploratory character and used as instruments for data collection, questionnaire and interview. For the data analysis, we used the technique of content analysis. The results obtained indicated a limited understanding of the interdisciplinary and contextualized practice, by most of the interviewees. Besides the influence of other aspects such as the absence from moments to planning, the time limitation, insufficient vocational training, scarcity infrastructure and materials, as well as the students' lack of reading. Therefore, we emphasize the need to re-evaluate the proximity between what and how it is taught in high school, as well as coherence of the ENEM to evaluate this level of education, especially with regard to the interdisciplinary and contextualized approach.