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Doctoral Thesis
DOI
10.11606/T.75.2010.tde-24032011-084717
Document
Author
Full name
Nicéa Quintino Amauro
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Carlos, 2010
Supervisor
Committee
Curvelo, Antonio Aprigio da Silva (President)
Arroio, Agnaldo
Freitas, Denise de
Silva, Cibelle Celestino
Queiroz, Salete Linhares
Title in Portuguese
Os concursos vestibulares das universidades estaduais paulistas e o ensino de Química no nível médio
Keywords in Portuguese
Acesso ao ensino superior
Desempenho dos candidatos
Ensino de química
Processos cognitivos
Taxonomia de Bloom
Vestibular
Abstract in Portuguese
A presente pesquisa teve como objetivo estudar a influência do sistema de verificação final de aprendizado sobre as práticas de ensino de Química no nível médio. Para tanto, identificamos e caracterizamos o nível de compreensão do conhecimento químico solicitado dos alunos egressos do ensino médio Brasileiro para seleção dos futuros universitários. Focamos nossas investigações sobre as questões das provas de Química da segunda fase dos concursos vestibulares da Universidade de São Paulo e da Universidade de Campinas, assim como nas provas de conhecimento específico para as carreiras das áreas de Ciências Biológicas e Ciências Exatas da Universidade Estadual Paulista e os relatórios de desempenho correspondentes, entre os anos de 1998 e 2008. O percurso metodológico desenvolvido analisa as questões em três eixos: (1) tema do ensino de química, que se utiliza da Proposta Curricular para o ensino de Química do estado de São Paulo de 1998; (2) processo cognitivo, que tem como referencia a Taxonomia de Bloom e (3) o desempenho médio dos candidatos nas questões das provas de Química. A triangulação dos dados evidenciou o caráter normativo, orientador e controlador destes exames sobre o sistema de ensino que os antecede.
Title in English
The entrance exam of University São Paulo state and the teaching of chemistry at the secondary level
Keywords in English
Bloom's taxonomy
Candidate's performance
Chemistry teaching
Cognitive processes
Entrance exam
Higher education acess
Abstract in English
This work aimed to study the influence of the system of final verification of learning on Chemistry teaching practices in high school. For that, we identified and characterized the level of chemical knowledge comprehension required from Brazilian students egress from high school for the selection of future undergraduates. We focused our investigations on the Chemistry questions of the second phase of the entrance tests from the University of São Paulo and the University of Campinas, as well as on the specific knowledge tests for careers in the field of Biological Sciences and Exact Sciences from the University of São Paulo State and the performance reports between the years of 1998 and 2008. Our methodological route follows the questions in three axes: (1) Chemistry teaching theme, which uses the Curriculum Proposition for the Chemistry teaching from the state of São Paulo from 1998; (2) cognitive process, whose reference is Bloom's Taxonomy and (3) average performance of the candidates in the questions in the Chemistry tests. The triangulation of data made clear the normative, guiding and controlling character of these exams on the teaching system that precedes them.
 
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Publishing Date
2011-03-29
 
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