Comparação entre as provas do Enade dos anos de 2005 e 2017: Aspectos dos conteúdos, competências e teoria-prática
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Data
2020-06-25
Autores
Getaruck, Marcel
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Universidade Estadual Paulista (Unesp)
Resumo
O Exame Nacional de Desempenho dos Estudantes (Enade) busca avaliar o conhecimento dos alunos de graduação em relação aos conteúdos curriculares construídos ao longo de seu curso. Além disso, busca aferir competências e habilidades esperadas dos egressos dos mais variados cursos de graduação em Instituições de Ensino Superior. Este exame, como parte integrante do Sistema Nacional de Avaliação da Educação Superior (SINAES) está centrado na trajetória dos discentes dos cursos superiores. Para o curso superior em Ciências Biológicas, os conteúdos programáticos, saberes, competências e habilidades são descritas nas Diretrizes para Cursos em Ciências Biológicas (DCbio) (2001), em particular para uma formação em bacharelado em Ciências Biológicas. Por sua vez, para a formação em licenciatura são consideradas também as Diretrizes Curriculares Nacionais para Formação de Professores (DCN) (2002), as quais contemplam conteúdos, habilidades e saberes voltados à atuação de professores para o ensino fundamental e médio. Para cada ano de realização do Enade são publicadas portarias que orientam a realização das provas. Nas portarias são encontrados os conteúdos a serem avaliados, bem como as competências e habilidades esperadas dos estudantes nas resoluções das questões. O presente trabalho buscou analisar os conteúdos, competências e a relação teoria-prática das provas do Enade (ciclos avaliativos 2005-2017), aplicadas ao curso de Ciências Biológicas, modalidade licenciatura, correlacionado com as diretrizes encontradas nos Documentos Curriculares que embasam o curso. Verificando assim a abordagem dada aos conteúdos as competências, habilidades e relação teoria-prática esperada do egresso em licenciatura do curso de ciências biológicas. Além disso, foi dada ênfase também ao tema de Evolução, pois é tema integrador de todo conhecimento biológico, sendo essencial sua compreensão e entendimento para futuros biólogos. A partir de análise documental das Portarias e provas do Enade, procedeu-se a uma abordagem analítica de cunho qualitativo, adotando-se a metodologia da Análise de Conteúdo, a qual auxiliou na identificação das categorias de análise. O presente trabalho teve por objetivo analisar o conteúdo das provas do Enade aplicadas do curso de Ciências Biológicas, modalidade licenciatura, nos ciclos avaliativos 2005 e 2017. Buscou-se identificar o tipo de questões elaboradas, relacionando-as aos documentos curriculares que embasam esse curso estabelecendo, desse modo, as competências que têm sido privilegiadas na formação de professores de Ciências Biológicas no que tange à Evolução. Foram criadas categorias a posteriori para os conteúdos (5 categorias) e para as competências e habilidades (6 categorias), visando classificação e análise das questões de acordo com a Dcbio e as portarias dos Enades. O formato da prova se inicia com questões de conhecimento geral e posteriormente adentram aos conteúdos específicos de biologia. A prova de 2005 apresentou 6 questões divididas em 4 categorias de análise, com temas de genética, filogenia e história da ciência, tendo evolução como eixo central nas questões. Para as competências, em 2005, 5 questões sobre formas de reconhecer discriminação por raça, gênero e afins, e 2 questões dissertativas como competência de portar-se como educador. Em 2017, 5 questões em 4 categorias com temas como epigenética e evo-devo. Para 2017 há uma melhor distribuição das competências delineadas pelas categorias, priorizando portar-se como educador com 12 questões. Ambas as portarias não consideram a relação teoria-prática para as provas, sendo assim ainda falta estratégias aos exames para avaliar tais itens. Em comparação, a prova de 2017 mostram os avanços em áreas das Ciências Biológicas, além de contar com portaria específica para as questões de cunho pedagógico, porém a prova de 2005 articula melhor os conteúdos biológicos e pedagógicos. Desse modo, a DCbio apenas descreve quais conteúdos e competências devem estar em cursos de Ciências Biológicas, tais fatores refletem nas provas do Enade, pois os documentos norteadores carecem de informações mais detalhadas, portando priorizam o domínio dos conhecimentos e competências específicas da biologia por memorização. Em relação a indissociabilidade da relação teoria prática, não há qualquer menção nas portarias do Enade como avaliar tais aspectos da formação de professores, portanto à de se pensar como adequar as provas para avaliar esse processo, bem como superar apenas a memorização de conteúdos.
The National Student Performance Exam (Enade) seeks to evaluate the knowledge of undergraduate students in relation to the curricular contents constructed throughout their course. In addition, it seeks to measure the skills and abilities expected of graduates of the most varied undergraduate courses in Higher Education Institutions. This exam, as an integral part of the National System of Evaluation of Higher Education (SINAES) is centered on the trajectory of students of higher education courses. For the higher course in Biological Sciences, the programmatic contents, knowledge, competences and skills are described in the Guidelines for Biological Sciences Courses (DCbio) (2001), in particular for a bachelor's degree in Biological Sciences. In turn, for undergraduate training, the National Curriculum Guidelines for Teacher Training (DCN) (2002) are also considered, which include contents, skills and knowledge aimed at the performance of teachers for elementary and secondary education. Research involving Enade is relevant for Education, because from the results of this exam a significant amount of data is generated that can be used to outline panoramas about brazilian higher education. For each year of Enade, ordinances are published that guide the performance of the tests. In the ordinances are found the contents to be evaluated, as well as the skills and skills expected of students in the resolution of the questions. The present work sought to analyze the contents of the Enade tests (evaluation cycles 2005-2017), in the theme biological evolution, applied to the course of Biological Sciences, teacher training modality. Correlated with the guidelines found in the curricular documents that underpin the course, thus verifying the approach given to the contents of Evolutionary Biology and later the competences, skills and theory-practice relationship expected of the graduate student in the biological sciences course. The theme Evolution was chosen, because it is the integrative theme of all biological knowledge, being essential its understanding and understanding for future biologists. From the documental analysis of the ordinances and evidence of Enade, an analytical approach of a qualitative nature was carried out, adopting the methodology of Content Analysis, which assisted in the identification of the categories of analysis. The present work aimed to analyze the content of the tests of Enade applied of the course of Biological Sciences, teacher training modality, in the evaluation cycles 2005 and 2017. We sought to identify the type of questions elaborated, relating them to the curricular documents that underpin this course, thus establishing the competencies that have been privileged in the formation of biological sciences teachers with regard to Evolution. Categories were created for the contents (5 categories) and for the competencies and skills (6 categories), aiming at classification and analysis of the questions according to the Dcbio and the ordinances of the Enades. The format of the test begins with questions of general knowledge and later enter the specific contents of biology. The 2005 test presented 6 questions divided into 4 categories of analysis, with themes of genetics, phylogeny and history of science, with evolution as the central axis in the questions. In 2017, 5 questions in 4 categories with themes such as epigenetics and evo-devo. In comparison, the 2017 test shows the advances in the areas of Biological Sciences, but the 2005 test better articulates the biological and pedagogical contents. For the competencies, in 2005, 5 questions on ways to recognize discrimination by race, gender and the like, and 2 dissertation questions such as competence to behave as an educator. For 2017 there is a better distribution of competencies outlined by the categories, prioritizing being an educator with 12 questions. Both ordinances do not consider the theory-practice relationship for the tests, so the tests still lack strategies to evaluate these items. Thus, DCbio only describes what contents and competencies should be in Biological Sciences courses, these factors reflect in the Enade tests, because the guiding documents lack more detailed information, providing priority to the mastery of knowledge and specific skills of biology by memorization.
The National Student Performance Exam (Enade) seeks to evaluate the knowledge of undergraduate students in relation to the curricular contents constructed throughout their course. In addition, it seeks to measure the skills and abilities expected of graduates of the most varied undergraduate courses in Higher Education Institutions. This exam, as an integral part of the National System of Evaluation of Higher Education (SINAES) is centered on the trajectory of students of higher education courses. For the higher course in Biological Sciences, the programmatic contents, knowledge, competences and skills are described in the Guidelines for Biological Sciences Courses (DCbio) (2001), in particular for a bachelor's degree in Biological Sciences. In turn, for undergraduate training, the National Curriculum Guidelines for Teacher Training (DCN) (2002) are also considered, which include contents, skills and knowledge aimed at the performance of teachers for elementary and secondary education. Research involving Enade is relevant for Education, because from the results of this exam a significant amount of data is generated that can be used to outline panoramas about brazilian higher education. For each year of Enade, ordinances are published that guide the performance of the tests. In the ordinances are found the contents to be evaluated, as well as the skills and skills expected of students in the resolution of the questions. The present work sought to analyze the contents of the Enade tests (evaluation cycles 2005-2017), in the theme biological evolution, applied to the course of Biological Sciences, teacher training modality. Correlated with the guidelines found in the curricular documents that underpin the course, thus verifying the approach given to the contents of Evolutionary Biology and later the competences, skills and theory-practice relationship expected of the graduate student in the biological sciences course. The theme Evolution was chosen, because it is the integrative theme of all biological knowledge, being essential its understanding and understanding for future biologists. From the documental analysis of the ordinances and evidence of Enade, an analytical approach of a qualitative nature was carried out, adopting the methodology of Content Analysis, which assisted in the identification of the categories of analysis. The present work aimed to analyze the content of the tests of Enade applied of the course of Biological Sciences, teacher training modality, in the evaluation cycles 2005 and 2017. We sought to identify the type of questions elaborated, relating them to the curricular documents that underpin this course, thus establishing the competencies that have been privileged in the formation of biological sciences teachers with regard to Evolution. Categories were created for the contents (5 categories) and for the competencies and skills (6 categories), aiming at classification and analysis of the questions according to the Dcbio and the ordinances of the Enades. The format of the test begins with questions of general knowledge and later enter the specific contents of biology. The 2005 test presented 6 questions divided into 4 categories of analysis, with themes of genetics, phylogeny and history of science, with evolution as the central axis in the questions. In 2017, 5 questions in 4 categories with themes such as epigenetics and evo-devo. In comparison, the 2017 test shows the advances in the areas of Biological Sciences, but the 2005 test better articulates the biological and pedagogical contents. For the competencies, in 2005, 5 questions on ways to recognize discrimination by race, gender and the like, and 2 dissertation questions such as competence to behave as an educator. For 2017 there is a better distribution of competencies outlined by the categories, prioritizing being an educator with 12 questions. Both ordinances do not consider the theory-practice relationship for the tests, so the tests still lack strategies to evaluate these items. Thus, DCbio only describes what contents and competencies should be in Biological Sciences courses, these factors reflect in the Enade tests, because the guiding documents lack more detailed information, providing priority to the mastery of knowledge and specific skills of biology by memorization.
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Palavras-chave
Ensino, Ciências, Avaliações Nacionais, Enade, Professores Formação, National Assessments, Teacher Training, Biology Teaching, National Student Performance Exam, Biological Evolution