TCC - Licenciatura em Ciências Biológicas (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/445
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Item Análise das questões de biologia do ENEM (1998 - 2022) e as implicações do seu protagonismo no ensino de ciências biológicas(2023-03-30) Santos, Rebeca Caroline dos; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/1034491539161852Since the beginning of the history of Brazilian education, the challenge of establishing educational public policies that effectively implement an evaluation method has been evident. With this in mind, the ENEM was created with the purpose of evaluating and pointing out possible solutions for the various deficiencies observed in basic school education. Given the importance given to this evaluation process, this work aims to analyze the biology questions present in the exam from 1998 to 2022, considering the reflexes presented in science teaching due to the protagonism of ENEM. For this, it was necessary to compartmentalize and categorize 439 questions in their respective themes and subthemes of the biological context, also observing the presence or absence of contextualization, interdisciplinarity and multidisciplinarity; these being the guiding principles of ENEM. That said, it was found that the most frequent theme during the ENEM was ecology (30.80%) with the most relevant sub-theme "disharmonious relationships and human impact" (22.78%). On the other hand, the theme with less frequency was botany (2.44%), with the sub-theme “angiosperm” with greater evidence. Contextualization results reflect an inversely proportional condition with the visual elements, that is, the more visual information, the lower the contextualization. Interdisciplinarity presented an average of 21.31%, while multidisciplinary corresponds to 17.42%. Based on qualitative results, it was found that the exam underwent constant structural changes influenced by the social, economic and political context. In terms of education, it becomes a major curricular driver in science teaching, even if it is outdated when compared to BNCC. Still, when observed about the evaluative category, a neo-traditionalist bias was found, opposing the Ministry of Education, when claiming to be a constructivist test.Item Metodologias ativas e práticas interdisciplinares no ensino médio: um estudo de caso em uma escola particular em Recife(2024-10-04) Silva, Cesar Welyce da; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/6921572996321415This paper investigated the effectiveness of active methodologies in science laboratory practices as a method of preparation for exams such as ENEM and SSA, for students that are in the first and second year of High School, with the aim of promoting a more significant and integrated learning with the sciences of nature. ProlabPreMed, created in 2018 at a private school in the city of Recife, PE, prepares high school students for college entrance exams with a focus on admission to highly competitive courses such as medicine and engineering. The practices carried out in the science laboratory involve a series of experiments that are covered in entrance exams, providing students with a deeper understanding of theoretical concepts. The use of active methodologies encourages active student participation, making the school environment dynamic and collaborative. Moreover, these approaches foster the acquisition of essential skills, such as critical thinking, problem-solving, and independence, which are crucial both for the exams and for academic and professional development.