Ensino de química e as avaliações de grande escala: percepções e apropriações do enem na prática do docente em química

Abstract

The scenario of external assessments, such as the National High School Exam (Enem), directly influences teaching practices in Chemistry and the overall quality of education. Chemistry teachers face the challenge of integrating these assessments into their teaching methodologies. Familiarity with, and the ability to apply, metrics from these assessments — such as Classical Test Theory (CTT) and Item Response Theory (IRT) — are crucial for improving instruction and adapting it to contemporary demands. However, there is a gap in both the training and application of these metrics, which impacts the pedagogical effectiveness and quality of Chemistry teaching. Given this context, the study investigates how Chemistry teachers perceive and use the results of Enem and other external assessments, analyzing their impact on teaching practices and Chemistry education. This research adopted a robust and structured methodology, combining quantitative and qualitative approaches for a multifaceted analysis. The study consisted of two main methodological components: semi-structured interviews with Chemistry teachers and a detailed analysis of the Enem database. This approach enabled a comprehensive view of teachers' perceptions of external assessments and their impact on pedagogical practices. Additionally, we analyzed specific Enem items and facilitated discussions in an Extension Course for teachers, integrating statistical and pedagogical concepts. From this, it was possible to outline the profiles of teachers regarding their perception and appropriation of these assessments. We observed significant variation in the understanding and use of these instruments. We conclude that a deeper understanding and application of Enem results can enrich Chemistry teaching, leading to more effective pedagogical practices and more meaningful learning experiences for students. As a result of the study, a training course was developed, and a mixed analysis approach was presented — incorporating both pedagogical and statistical discussions. We observed that this practice enabled teachers to reflect on their teaching and their own professional development. We refer to this discovery as Ensinometria. Finally, we propose the continued development and expansion of Ensinometria as a crucial tool in teacher training, promoting opportunities for critical and reflective discussions on large-scale assessments. This approach emphasizes the importance of interpretation, application, and contextualization of knowledge in the context of Chemistry teaching.