Teias curriculares e ensino de Biologia: Reflexões com base nas questões do ENEM a partir da argumentação

Abstract

The National Curricular Common Base (2016) emphasizes that Biology teaching should contribute to the student's understanding of the dynamics of life and its interactions, considering the different temporal scales and levels of organization that involve biological processes. In this context, we believe that proposing and reflecting the argument as a didactic model is, above all, to suggest a more dialogic teaching, so that students position themselves as authors of the teaching-learning process and teachers as mediators. The general objective of this research is to identify possibilities of approach between the argumentation, the Biology curriculum and the competency and skills matrix of the National High School Examination - ENEM. We seek through triangulation (DIAS, 2008) to understand the relationships between organized epistemic elements in the following axes: theoretical matrix, evaluative foundation and didactic foundation. The theoretical matrix had nine official documents that guide the Teaching of Biology in the country, namely: Brazilian Basic Education Guidelines Law - LDB - 9394/1996; National curriculum guidelines for high school; National curricular parameters of secondary education; Resolution CEB Nº 3/1998; Curricular guidelines for high school: Natural sciences, mathematics and their technologies; Guidance document for the innovative high school program; Operational manual of integral education; Program more education; National common curricular basis - Biology, the evaluative foundation included the tests referring to the content of Cytology, applied by ENEM in the period from 2010 to 2015 and argumentation as a didactic foundation. The construction took place from the systematic reading of the sample body and the tests related to the content of Cytology, applied by the ENEM in the period under study, for data treatment we used the descriptive analysis of (BARDIN, 2011), which were later organized into categories BARDIN, 2011; ASSIS, ARAUJO; SEVERO, 2015). We show the construction of four emerging categories of analysis: 1) Formation for life; 2) Scientific knowledge and their relationships; Autonomo us and critical formation; 4) Communication. The results point out that argumentation as a pedagogical practice can take place in different theoretical and methodological contexts, contributing to the explanation of scientific models, in the process of scientific enculturation, in the construction of a critical and reflexive thinking influencing decision-making, establishing relations between the different knowledge.