O novo ENEM e as práticas pedagógicas dos professores de física na cidade de Maceió

Abstract

This research examined how the new ENEM influences the pedagogical practices of the teacher of Physics in Maceió. In order to understand the changes in the teaching of the subject after the national exam to become the main instrument of access to undergraduate of the Federal University of Alagoas (UFAL), we investigated the extent to which the proposal is ENEM acted in room class. In this sense, we launched the following questions: there was a change in the teaching of physics? How teachers are adapting to this new reality? How educational institutions are contributing and assisting in the continuing education and pedagogical practice of teachers? Qualitative, methodological procedures of this study required the researcher to their insertion in the context analyzed. Main instrument of data collection, the semi-structured interview allowed the collection of information from eight physics teachers during the performance of their duties in the classroom. In order to investigate the perception of high school teacher before this transition, the data obtained were analyzed and guided by themes: the new ENEM and teacher of Physics, the Physics curriculum and the proposed ENEM, changes in pedagogical practices of teachers Physics; teachers' conceptions about ENEM; initial and ongoing training of teachers, and the ESMS and higher education. Through the analysis of the data, it became evident that most teachers lies in adapting to the new format in which the UFAL process. According to the results obtained through the testimony of teachers, we found that educational institutions make it impossible to understand the proposed macro ENEM. Without having read or understood the matrix that guides the national exam, which includes discussions, contextualizing and pedagogical changes in routine, teachers limit their classes to the questions from previous tests ENEM.