Perspectivas do exame nacional do ensino médio quanto ao uso das capacidades do pensamento crítico

Abstract

The National High School Examination (ENEM) was instituted as an instrument for measuring the capacities of the graduates of the last stage of Basic Education. Since teachers have used this instrument to assist in the organization of the curriculum and in the construction of their pedagogical practices, it is necessary to assess whether the questions proposed by this instrument allow to evaluate the objectives and capacities proposed by LDB for this level of education, among they the formation of the individual's critical thinking. Thus, this work aimed to analyze issues in the area of Natural Sciences and its Technologies, from ENEM 2017, in relation to their potential regarding the use of critical thinking skills. For this, three dimensions of analysis were created in order to identify such potentialities. After the analysis, we observed that much of what is proposed by the official documents as a purpose for high school, is still not possible to be measured through this examination on a large scale. Still, in relation to the term “critical”, it is noted that it is frequently mentioned in official documents, but few actions, in fact, have been developed for its promotion. Despite this, the teacher can use the situation highlighted in the questions to create his own learning situation in relation to the social, scientific and / or technological theme discussed by the exam. For this, it is important for the teacher to be clear about what he wants and to know more about the references that guide the ideas of CP.