Abstract:

The ENEM (National Examination of Secondary Education) is an evaluation that takes place every year since 1998, with objective of evaluating the students at the end of secondary school, consisting of a proposed evaluation process that emerges in the context of curriculum reform for education secondary underway today. Over eleven years of existence of ENEM there was a great expansion in the number of participants, so that in its first edition there was an average of 157.000 subscribers and in 2009 average of 2.5 million. Official documentation on the curriculum reform for secondary education presents the contextualization, in association with the interdisciplinary, as a central concept whose incorporation into school practices could to overcome the historic dichotomy between theory and practice or between propaedeutic education and professional education. Accordingly it was considered that contextualization can take place through the relations STS (Science-Technology-Society) when technological contexts and/or social are employed to locate and signify to scientific concepts, especially to facilitate the interpretation science in all its dimensions, which significantly enhances the scope of scientific knowledge and social responsibility of citizens. This research was analyzed which contexts are present in the questions of Biology of the evidence ENEM applied in the years of 2008 and 2009, in order to understand their approaches to the interdisciplinary view and STS perspectives. The analysis of selected questions of ENEM 2008 and 2009 was based on thematic analysis (content analysis) which includes the analysis that cuts the text ideas, statements and propositions in which meanings may be isolable, consisting of discovering the core of meaning that make communication and whose presence, or frequency of appearance can mean something for the chosen goal. Therefore, the analysis of the issues was based on the following criteria: specific content of Biology, interdisciplinary and contextual approach to relations STS. So, in ENEM-2008 from a total of 63 questions were selected 12 and in ENEM-2009 were selected 20 questions from the questions book of natural sciences and their technologies area, which had 45 questions. In the analysis of selected questions of ENEM 2008 and 2009 the areas of Ecology, Genetics and Physiology were more frequent in the establishment of relationships STS. With regard to contextualization, the results showed that the STS approach was applied as a strategy to illustrate scientific concepts and/or skills/abilities to be verified and not as a tool to interpret the science in all its dimensions. That is, though the contextualization relations STS is present on many questions (2008:75%, 2009:55%), it was observed that this fact does not allow critical approach of scientific knowledge in its relationship with technology and the society. With regard to aspects of interdisciplinary in the exams of 2008 and 2009, the best link was between Biology and Geography. However it was noted the absence of interdisciplinary in 55% of the questions of test 2009, thus showing a disharmony between the proposed integration of knowledge and application of the exam. So, we conclude we must be alert to question and understand the hybrid discourses that guide the current public policies, since the contextualization of the contents can subsidize practices varied and not always consistent with the goals of a critical education.

Keywords:

National Examination of Secondary Education, Biological Knowledge, Science, Technology, Society, Interdisciplinary.