Análise quanti-qualitativa das questões dos livros didáticos das escolas públicas e do ENEM (2015 – 2017) com os conteúdos de biologia celular, molecular e genética

Abstract

The textbooks have varied functions and applications in the process of teaching and learning, being for the most part, a material accessible to students. This material is adopted by the teachers of the Brazilian public schools and provided by the National Program of Didactic Book - PNLD of the Brazilian Ministry of Education - MEC for a period of three years. On the other hand, the MEC offers the National High School Examination - ENEM - which is an important means of evaluation so that the student can gain access to public and private institutions offering higher education through programs such as SISU, FIES and PROUNI. The objective of this work was to identify, quantify and analyze the Biology issues, especially the Cellular and Molecular Biology and the Genetics of the ENEM questionnaires and the textbooks between 2015 and 2017 adopted by the Brazilian public schools. The methodology for data collection and analysis of the questions was carried out in three stages according to Bardin (2011) divided into: Pre - analysis, Exploration and Data analysis. For the analysis of the interdisciplinarity of the contextualized questions the textual discursive analysis - ATD elaborated by Moraes and Galiazzi (2007) was used. As a result of this research, the number of questions in Biology (average 52.8% n = 23.76 out of 45 questions) was verified in the ENEM questionnaires in relation to Chemistry and / or Physics specifics. Among Biology questions, the subjects of Cellular and Molecular and Genetic Biology always had a high percentage (14.84%, n = 6.67) in the total of specific and general biology questions (21.50%, n = 9.67). Regarding the knowledge objects established in the ENEM reference matrix, the issues involving molecules, cells and tissues stood out in 2016 (n = 8) and 2017 (n = 7) and questions about heredity and diversity of life were always present in these years. Already the cognitive axes of I to IV were in greater number, in both areas. The most explored competences were 4, 5 and 8 for both areas, in a percentage of 100%. Of the 30 Skills for Nature and its Technologies and considering a margin ≥ 50% had eight skills (H2, H14, H15, H17, H18, H25, H29, H30) of the 22 counts on the issues of Cellular and Molecular Biology and questions of Genetics only six abilities (H2, H13, H14, H15, H17 and H30) out of 14. Regarding the textbooks, it was verified that the three collections met the cognitive axes from I to IV, except the axis V established by the reference matrix of the ENEM and if considering a percentage ≥ 50%, verified that in the second collection prevailed larger number of competences were 4, 5 and 8 for both Cellular and Molecular Biology (competence 4 - 100% N = 120, competence 5 - 100% N = 120 and competence 8 - 65% N = 78) as well as Genetics (competence 4- 94.3% N = 99, competence 5 - 94.3% N = 99 and competence 8 - 80% N = 84). As for the frequency and variety of abilities present in the collections, the third collection presented a larger number for the questions involving Cellular and Molecular Biology (H13, H14, H15 H16 and H17) and in Genetics questions all the collections had the H13, H14, H15 and H17 and in the first and third collection were still the H16 and the second collection H28, totaling five abilities in both collections. The interdisciplinary issues are smaller in the first (Cellular and Molecular Biology n = 29/91 and in Genetics n = 18/115), in the second (Cellular and Molecular Biology n = 37/120 and Genetics n = 22/105) and in the third collection (Cellular and Molecular Biology n = 30/80 and Genetics n = 11/76). This was a documentary analysis research, described in stages, in order to present qualitative and quantitative data to guide education professionals in their teaching strategies when selecting issues present in the ENEM issues books and in the textbook choices regarding to the contents of Cellular and Molecular Biology and Genetics. Thus, the study allowed us to characterize and promote a reflection on the profile of Biology questions present in both the ENEM issues books and in the three textbooks most adopted by Brazilian public schools in the years 2015 to 2017. Support: UFJF and CAPES