STEM and the Large Scale Assessments: influences, approximations and disengagements
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/27059 |
Resumo: | The objective of this research is to analyze the relation between the STEM Movement and Large Scale Assessments in the Brazilian educational scope (Basic Education Assessment System - SAEB, National Exam for Certification of Competence in Youngsters and Adults - ENCCEJA and High School National Exam - ENEM), verifying the influences, approximations and disengagements between the two terms as presented on the normatives documents. To this end, the methodological strategy is a qualitative investigation, with descriptive-exploratory character in the matrix of references of ENEM, SAEB and ENCCEJA. For the analyses, it will be used the Content Analysis on the structural categories of the STEM Movement: Emancipatory Teaching, Levels of Integration, Formation for the World of Work, Problem Resolution, Creativity, Criticality, Communication and Collaboration. As the results it was found that criticality is present in all documents, while creativity and collaboration are not contemplated in any of these documents. Communication is addressed in only one area of the ENEM and ENCCEJA assessments, and it is not present in the SAEB’s matrix. Moreover, emancipatory teaching and formation for the world of work timidly appears in ENEM and ENCCEJA, being ausent of SAEB. The resolution of real situations is oriented in all documents. The levels of integration make themselves present only at a disciplinary level. Therefore, none of the three Brazilian large scale assessments effectively evaluate all primordial points to STEM Education. So, it is necessary an evaluation to analyze its positive and negative effects, as well as if its real perspective is being contemplated. |
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STEM and the Large Scale Assessments: influences, approximations and disengagementsSTEM y as Avaliações em Larga Escala: influencias, aproximaciones y distanciamientosSTEM e as Avaliações em Larga Escala: influências, aproximações e distanciamentosBrazilian educational systemLarge scale assessmentsSTEM movement.Evaluación a gran escalaMovimiento STEMSistema educativo Brasileño.Avaliação em larga escalaMovimento STEMSistema educacional Brasileiro.The objective of this research is to analyze the relation between the STEM Movement and Large Scale Assessments in the Brazilian educational scope (Basic Education Assessment System - SAEB, National Exam for Certification of Competence in Youngsters and Adults - ENCCEJA and High School National Exam - ENEM), verifying the influences, approximations and disengagements between the two terms as presented on the normatives documents. To this end, the methodological strategy is a qualitative investigation, with descriptive-exploratory character in the matrix of references of ENEM, SAEB and ENCCEJA. For the analyses, it will be used the Content Analysis on the structural categories of the STEM Movement: Emancipatory Teaching, Levels of Integration, Formation for the World of Work, Problem Resolution, Creativity, Criticality, Communication and Collaboration. As the results it was found that criticality is present in all documents, while creativity and collaboration are not contemplated in any of these documents. Communication is addressed in only one area of the ENEM and ENCCEJA assessments, and it is not present in the SAEB’s matrix. Moreover, emancipatory teaching and formation for the world of work timidly appears in ENEM and ENCCEJA, being ausent of SAEB. The resolution of real situations is oriented in all documents. The levels of integration make themselves present only at a disciplinary level. Therefore, none of the three Brazilian large scale assessments effectively evaluate all primordial points to STEM Education. So, it is necessary an evaluation to analyze its positive and negative effects, as well as if its real perspective is being contemplated.El objetivo de este trabajo es analizar la relación entre el Movimiento STEM y las Evaluaciones a Gran Escala en el contexto educativo brasileño (Sistema de Evaluación de la Educación Básica - SAEB, Examen Nacional de Certificación de Competencias de Jóvenes y Adultos - ENCCEJA y Examen Nacional de Enseñanza Media - ENEM), verificando las influencias, aproximaciones y distancias entre los dos términos a la luz de los documentos normativos. Para ello, la estrategia metodológica es una investigación cualitativa, con carácter descriptivo-exploratorio en las Matrices de Referencia de ENEM, SAEB y ENCCEJA. Para el análisis se utilizará el Análisis de Contenido en las categorías estructurantes del Movimiento STEM: Enseñanza Emancipadora, Niveles de Integración, Formación para el Mundo del Trabajo, Resolución de Problemas, Creatividad, Criticidad, Comunicación y Colaboración. Como resultado se encontró que la criticidad está presente en todos los documentos, mientras que la creatividad y la colaboración no están contempladas en ninguno de los documentos. La comunicación se aborda solo en un área de las evaluaciones ENEM y ENCCEJA, sin estar presente en la matriz SAEB. Además, la educación y formación emancipadora para el mundo del trabajo aparece tímidamente en ENEM y ENCCEJA, estando ausente en SAEB. En todos los documentos se orienta la resolución de situaciones reales. Los niveles de integración están presentes sólo en el nivel disciplinario. Por lo tanto, ninguna de las tres evaluaciones brasileñas a gran escala tiene una evaluación efectiva de todos los puntos esenciales para la educación STEM. Entonces, es necesaria una evaluación para analizar sus impactos positivos y negativos, así como si se está contemplando su perspectiva real.Objetiva-se neste trabalho, analisar a relação entre o Movimento STEM e as Avaliações em Larga Escala no âmbito educacional brasileiro (Sistema de Avaliação da Educação Básica - SAEB, Exame Nacional para Certificação de Competências de Jovens e Adultos - ENCCEJA e Exame Nacional do Ensino Médio - ENEM), verificando as influências, aproximações e distanciamentos entre os dois termos à luz dos documentos normativos. Para tal, tem-se como estratégia metodológica uma investigação de cunho qualitativo, com caráter descritivo-exploratório nas Matrizes de Referência do ENEM, SAEB e ENCCEJA. Para a análise, far-se-á o uso da Análise de Conteúdo nas categorias estruturantes do Movimento STEM: Ensino emancipatório, Níveis de integração, Formação para o mundo do trabalho, Resolução de Problemas, Criatividade, Criticidade, Comunicação e Colaboração. Como resultados obteve-se que a criticidade se faz presente em todos os documentos, enquanto a criatividade e colaboração não são contempladas em nenhum dos documentos. A comunicação é abordada apenas em uma área das avaliações do ENEM e ENCCEJA, sem estar presente na matriz do SAEB. Ademais, o ensino emancipatório e a formação para o mundo do trabalho aparecem timidamente no ENEM e no ENCCEJA, fazendo-se ausente no SAEB. A resolução de situações reais é orientada em todos os documentos. Os níveis de integração fazem-se presentes apenas em nível disciplinar. Portanto, em nenhuma das três avaliações em larga escala brasileira há a efetiva avaliação de todos pontos primordiais para a Educação STEM. Logo, faz-se necessário uma avaliação para analisar seus impactos positivos e negativos, bem como se sua real perspectiva está sendo contemplada.Research, Society and Development2022-03-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2705910.33448/rsd-v11i3.27059Research, Society and Development; Vol. 11 No. 3; e15411327059Research, Society and Development; Vol. 11 Núm. 3; e15411327059Research, Society and Development; v. 11 n. 3; e154113270592525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/27059/23599Copyright (c) 2022 Graciele Carvalho de Melo; Andressa Freitas Lopes; Ariane Prates Brum; Juliana Guarize Medeiros; Luiz Caldeira Brant de Tolentino Neto; Micheli Bordoli Amestoyhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMelo, Graciele Carvalho de Lopes, Andressa Freitas Brum, Ariane Prates Medeiros, Juliana Guarize Tolentino Neto, Luiz Caldeira Brant de Amestoy, Micheli Bordoli 2022-03-09T13:44:38Zoai:ojs.pkp.sfu.ca:article/27059Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:54.345428Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
STEM and the Large Scale Assessments: influences, approximations and disengagements STEM y as Avaliações em Larga Escala: influencias, aproximaciones y distanciamientos STEM e as Avaliações em Larga Escala: influências, aproximações e distanciamentos |
title |
STEM and the Large Scale Assessments: influences, approximations and disengagements |
spellingShingle |
STEM and the Large Scale Assessments: influences, approximations and disengagements Melo, Graciele Carvalho de Brazilian educational system Large scale assessments STEM movement. Evaluación a gran escala Movimiento STEM Sistema educativo Brasileño. Avaliação em larga escala Movimento STEM Sistema educacional Brasileiro. |
title_short |
STEM and the Large Scale Assessments: influences, approximations and disengagements |
title_full |
STEM and the Large Scale Assessments: influences, approximations and disengagements |
title_fullStr |
STEM and the Large Scale Assessments: influences, approximations and disengagements |
title_full_unstemmed |
STEM and the Large Scale Assessments: influences, approximations and disengagements |
title_sort |
STEM and the Large Scale Assessments: influences, approximations and disengagements |
author |
Melo, Graciele Carvalho de |
author_facet |
Melo, Graciele Carvalho de Lopes, Andressa Freitas Brum, Ariane Prates Medeiros, Juliana Guarize Tolentino Neto, Luiz Caldeira Brant de Amestoy, Micheli Bordoli |
author_role |
author |
author2 |
Lopes, Andressa Freitas Brum, Ariane Prates Medeiros, Juliana Guarize Tolentino Neto, Luiz Caldeira Brant de Amestoy, Micheli Bordoli |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Melo, Graciele Carvalho de Lopes, Andressa Freitas Brum, Ariane Prates Medeiros, Juliana Guarize Tolentino Neto, Luiz Caldeira Brant de Amestoy, Micheli Bordoli |
dc.subject.por.fl_str_mv |
Brazilian educational system Large scale assessments STEM movement. Evaluación a gran escala Movimiento STEM Sistema educativo Brasileño. Avaliação em larga escala Movimento STEM Sistema educacional Brasileiro. |
topic |
Brazilian educational system Large scale assessments STEM movement. Evaluación a gran escala Movimiento STEM Sistema educativo Brasileño. Avaliação em larga escala Movimento STEM Sistema educacional Brasileiro. |
description |
The objective of this research is to analyze the relation between the STEM Movement and Large Scale Assessments in the Brazilian educational scope (Basic Education Assessment System - SAEB, National Exam for Certification of Competence in Youngsters and Adults - ENCCEJA and High School National Exam - ENEM), verifying the influences, approximations and disengagements between the two terms as presented on the normatives documents. To this end, the methodological strategy is a qualitative investigation, with descriptive-exploratory character in the matrix of references of ENEM, SAEB and ENCCEJA. For the analyses, it will be used the Content Analysis on the structural categories of the STEM Movement: Emancipatory Teaching, Levels of Integration, Formation for the World of Work, Problem Resolution, Creativity, Criticality, Communication and Collaboration. As the results it was found that criticality is present in all documents, while creativity and collaboration are not contemplated in any of these documents. Communication is addressed in only one area of the ENEM and ENCCEJA assessments, and it is not present in the SAEB’s matrix. Moreover, emancipatory teaching and formation for the world of work timidly appears in ENEM and ENCCEJA, being ausent of SAEB. The resolution of real situations is oriented in all documents. The levels of integration make themselves present only at a disciplinary level. Therefore, none of the three Brazilian large scale assessments effectively evaluate all primordial points to STEM Education. So, it is necessary an evaluation to analyze its positive and negative effects, as well as if its real perspective is being contemplated. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/27059 10.33448/rsd-v11i3.27059 |
url |
https://rsdjournal.org/index.php/rsd/article/view/27059 |
identifier_str_mv |
10.33448/rsd-v11i3.27059 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/27059/23599 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 3; e15411327059 Research, Society and Development; Vol. 11 Núm. 3; e15411327059 Research, Society and Development; v. 11 n. 3; e15411327059 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052706822553600 |