Formative Indicators for Teaching Physics through the National High School Exam (ENEM)

• Autor(a) principal: Marcom, Guilherme Stecca
• Data de Publicação: 2021
• Outros Autores: Kleinke, Maurício Urban
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/77046

The National High School Examination (ENEM) is of great importance in the educational scenario in our country, mainly as a result of the use of the exam as an instrument for the selection of candidates for undergraduate courses at federal universities. This work aims to use ENEM data to redefine its role as a selective process, making it an assessment which also evaluates the content learning. Hence we developed Formative Indicators, namely educational, social, and economic indicators based on the ENEM microdata. Through a simple statistical methodology, we analyzed the data of candidates who declared themselves public high school graduates, years 2009 through to 2017. The data were analyzed on different theoretical references both in Physics Teaching, as well as in Sociology of Education. Our results suggest that the differences in physics performances are related to the socioeconomic conditions and the candidates’ gender. Regarding performance, we observed that approximately 70% of the Physics items are considered difficult by the candidates. Regarding the qualification of the mistakes made, we identified conceptual and mathematical errors. Therefore, we seek to redefine the role of ENEM in the educational scenario, bringing it even closer to the basic education as yet another yet another formative assessment.