Análise das questões de Física propostas nos livros didáticos que participaram do PNLD em conflito com o que é cobrado no ENEM

Abstract

The discrepancy between the questions proposed in schoolbooks enlisted in the 2015 National Schoolbook Program and the problem situations that compose the National High School Exam - ENEM reveal some deficiencies in Brazil’s public education. The aim of this work is to analyze the cause-effect relationship between the bad results performed by regular public high school students on the exame assessment and the conditioning brought about by exercises found in school books used by them, taking into consideration what education theorists like David P. Ausubel and Daniel Gil define as Memory Learning and what is stated in the PNLD evaluation criteria. The 2017 ENEM results – made available by Inep – showed around 90% of the sample considered was not able to answer correctly items that required a previous physical interpretation of a given problem. Those items that required only reading a graph or substitution into formulae, however, were scored correctly by up to 52% of the same students. Since physics textbooks adopted in this time span (2015-2017) are full of exercises that prioritize formula application, it is possible to conclude that such books do exert an influence in the meaningful learning of physics in Brazil.