Avaliação e ensino de química no contexto do ensino médio: o que nos dizem os ENPEC’s?

Abstract

This monograph addresses the theme of assessment in the teaching of chemistry. It started from the following problematization: how is the evaluation of the teaching of Chemistry disseminated and communicated at the National Research Meetings in Science Education (ENPEC) in the period from 2011 to 2017 ?. Theoretical discussions and dialogues on learning assessment subsidized by Luckesi (1998), Libâneo (1990) and Hoffmann (2005) were incorporated in this study. The general objective was to analyze the studies referring to the evaluation and teaching of chemistry in the context of high school. To achieve this general objective, the evaluation of learning in the teaching of Chemistry in the context of high school was discussed and the conceptions of the works presented in the thematic axis Assessment and Education in Sciences of the ENPEC's were identified in the period from 2011 to 2017. This study is justified primarily by the Brazilian educational policy that still spreads the classificatory and meritocratic model. At the same time, it was found, through a survey at the Brazilian Digital Library of Theses and Dissertations (BDTD), a minor number of works published with the theme of Assessment of Learning in Chemistry Teaching in the context of high school, both in BDTD and in the ENPEC's Minutes. Therefore, it is a theme that lacks theoretical and methodological densification and deepening. The study's corpus was made up of the ENPEC’s minutes as documents forged by researchers, teachers and scholars in the area of science education. In the analysis it was found that of the 108 works selected within the theme of Evaluation and Education in Science, only four (4) were aimed at Learning Assessment in the Teaching of Chemistry. We verified the approach of different conceptions of evaluation, showing the predominance of a discourse in defense of overcoming the traditional evaluation model. The study requires further investigation of the evaluation of science education in the context of high school.