SANTOS, Lívia Maria Sousa dos , TATY, Salvador Rodrigues , FERNANDES, Erlyson Farias , FECURY, Amanda Alves , DENDASCK, Carla Viana , OLIVEIRA, Euzébio de , DIAS, Claudio Alberto Gellis de Mattos 
SANTOS, Lívia Maria Sousa dos. Et al. Comparison of the Curricular Matrix of the Undergraduate Chemistry Course at IFAP with the content of ENADE. Revista Científica Multidisciplinar Núcleo do Conhecimento. Year 06, Ed. 03, Vol. 14, pp. 29-40. March 2021. ISSN: 2448-0959, Access link:
Curricular matrix is the set of curricular components (disciplines) that guarantees the content necessary the formation of a student in a course and undergo constant changes due to the speed with which academic-technological innovations are presented. The higher course in Chemistry, offered by the Federal Institute of Amapá, is based on its objectives in the face of the professional training of the student in the institution. The objective of this work was to compare the chemistry content of the National Student Performance Exam (ENADE) with the curricular matrix of the Undergraduate Degree in Chemistry of the Federal Institute of Amapá (IFAP) in 2011, 2014 and 2017. The evaluation of ENADE for chemistry graduates requires that the trained professional has knowledge of the specific contents, as expected. But she seeks in them a knowledge that encompasses the dynamics of a classroom. Based on this, we note a predilection for certain specific and non-specific subjects, seeking information about the practical training of students. The Degree course in Chemistry at IFAP seems to have more than enough workload for the student to prepare and perform well at ENADE.
Keywords: Curriculum Matrix, ENADE, Bachelor’s degree, Chemistry.
Curricular matrix is the set of curricular components (disciplines) that guarantees the content necessary the formation of a student in a course. These components will cover mandatory and non-compulsory materials. Supported by the PDI (Institutional Development Plan) and the PPC (Pedagogical Course Project) structure the curriculum based on curricular and extracurricular internships, practical laboratory classes (if any), monitoring, course completion work, complementary activities and the desired profile of the student who has already completed the course and is in the labor market (egresso) (Carneiro et al., 2017).
The curriculum matrix undergoes constant changes due to the speed with which academic and technological innovations are presented, bringing the need for changes in the curriculum to ensure greater learning in the course, ensuring that students can be more skilled and fit for the labor market (Carneiro et al., 2017).
The higher course in Chemistry, offered by the Federal Institute of Amapá, is based on its objectives in the face of the professional training of the student in the institution. Technological and scientific knowledge will be provided, together with the theoretical and practical foundations in all specific sectors of the chemistry area, contributing to the training of a qualified professional to thus act as a chemistry teacher in basic education in the future, with a greater focus on high school (Ifap, 2011).
The National Student Performance Exam (ENADE) is an exam applied to the end of higher education to measure the knowledge of the graduates of each course. This will be divided into two parts, the general one, performed by all courses of a given year, measuring cognitive skills such as interpretation of graphs, logical reasoning and others; and the specific part for each course, measuring the particular knowledge. (Wainer and Melguizo, 2018). The examination is done in a cycle every three years and its application is mandatory (Lima et al., 2019).
It is qualified to take the test all those who present completion of seventy-five percent or more of the minimum workload of the course, in accordance with what is prescribed for graduates of higher technology courses. The registration of this participant must be made by the Institution of Higher Education (HEIs), according to § 6 of Art. 5 of Law 10.861/2004 The enrolled participant must attend compulsorily at the place of the test, his absence, without plausible justification, will bring irregularities to the school history, as well as the issuance of the diploma of completion of course (Enade, 2020).
Compare the chemistry content of the National Student Performance Exam (ENADE) with the curricular matrix of the Chemistry Degree higher education course of the Federal Institute of Amapá (IFAP) in 2011, 2014 and 2017.
MATERIAL AND METHODS
The research was carried out using questions from the National Student Performance Exam (ENADE) taken from the worldwide computer network, using the Google search tool (http://inep.gov.br/educacao-superior/enade/provas-e-gabaritos) (Inep, 2020). The discipline of Chemistry Degree was selected and the years 2011 2014 and 2017, using the box (with the year) available on the site. Subsequently, a comparison was made between these and the programmatic content of the Degree in Chemistry course at the Federal Institute of Amapá, IFAP (https://www.ifap.edu.br/) (Ifap, 2011). The bibliographic research was carried out in scientific articles, in home office. The data was compiled into the Excel application, a component of the Microsoft Corporation Office.
ENADE chemistry issues 2011, 2014 and 2017 by content type of each question are shown in Figure 1. Questions containing only one type of content (simple content) represent 30 of the 90 test questions of the three years (33.33%). The questions that have more than one content (overlapping content) are 60 of the 90 questions (66.67%).
Figure 1 Shows the amount of ENADE chemistry issues from 2011, 2014 and 2017 by content type of each question.
Table 1 shows the distribution (quantity and percentage) of the questions in the contents (simple and overlapping) present in the 2011, 2014 and 2017 ENADE, by question. Among the questions with simple content, 10 contents were not charged in the evaluations of these years (1.11%); five contents appeared once (2.22%); a content (Organic compounds: reactions and mechanisms; natural and synthetic macromolecules) was charged in three questions (3.33%); and another (Public policies and their implications for chemistry teaching) was charged seven times (7.78%). Among the contents that were most present, in three questions (3.33%), was “Curricular projects and proposals in the teaching of Chemistry + Teaching and evaluation strategies in Chemistry and their relations with the different conceptions of teaching and learning + Didactic resources for the teaching of Chemistry”. The other combinations learn one in each question.
Table 1 Shows the distribution (quantity and percentage) of the questions in the contents (simple and overlapping) present in the ENADE 2011, 2014 and 2017, by question.
The contents that have the longest time within the matrix of the undergraduate course in chemistry of the Federal Institute of Education, Science and Technology of Amapá (IFAP), Macapá campus, taking into account the 400 hours in the room of each period, is Supervised Internship in Teaching in Chemistry I. This course has 160 hours and represents 40% of the total hours of the 6th period and 6.67% of the total hours of the course.
Next appear Fundamentals of Chemistry and Socio-Historical Fundamentals of Education (1st period); Philosophy of Education and Professional Ethics (2nd period); Psychology of Education (3rd period); General Didactics (4th period); Quantitative Analytical Chemistry and Legislation and Public Policies (5th period). Each of these represents 80 hours of hours of hours, 20% of the total hours of their respective periods and 3.33% of the total hours of the course.
Contents such as Methodology of Scientific Work and Communication and Language (1st period); General Chemistry I, Physics I, Differential and Integral Calculus I and Linear Algebra and Analytical Geometry (2nd period); General Chemistry II, Physical-Chemistry I, Physics II and Differential and Integral Calculus II (3rd period); Physical-Chemistry II, Inorganic Chemistry I; Organic Chemistry I; and Qualitative Analytical Chemistry (4th period); Inorganic Chemistry II and Organic Chemistry II (5th period) represent 60 hours of hours of workload, 15% of the total hours of their respective periods and 2.50% of the total hours of the course.
The other disciplines (contents) represent 40 hours of workload, 10% of the total hours of their respective periods and 1.67% of the total hours of the course (Table 2).
Table 2 Shows the distribution of the disciplines (contents) of the undergraduate degree course in chemistry of the Federal Institute of Education, Science and Technology of Amapá (IFAP), Macapá campus. Each content shows its workload, the percentage within the period and its percentage referring to the entire course.
In the data presented in Figure 1, a greater preference for subjects that require interdisciplinarity can be noted, because these issues require knowledge that integrates different contents to be resolved. This becomes important because the ability to connect diverse subjects seems to ensure a more solid learning, and at the same time helps to build the scientific knowledge of the individual. The exam charges the academic to join the individual knowledge of each subject and simultaneously align with other disciplines (SOUSA et al., 2017). The interdisciplinarity of questions ensures that the academic interprets the problems linking them with daily life, allowing the interrelation of knowledge in different areas (Coelho and Scremin, 2019; Carmo et al., 2021; Gortz et al., 2021).
ENADE is concerned that the student graduated in a higher course in chemistry understands the laws that govern the teaching of this discipline, and how these norms affect this teaching (table 1). The training of a professional critical and knowledgeable of the norms and educational reality of which he operates can cause this teacher to contribute to significant improvements in the teaching methods of chemistry, causing the rate of knowledge to increase along with the improvement of students’ lives (Pontes et al., 2008).
The other concern present in the analyzed tests was with the organic composition of living beings (table 1). Chemical reactions make cells work, so if a chemistry teacher knows the cellular functioning he can explain the function of organic molecules more closely to the daily life of students (Leite and Velani, 2019). Placing the content in the perspective of the day-to-day of the students helps to understand these molecules and their processes (Hipólito e Silveira, 2011; Silveira et al., 2014).
Also in table 1, 3.33% of the overlapping questions are linked to the knowledge of project design, teaching strategies and evaluation in chemistry. Professional training in higher education in undergraduate studies tends to integrate academic knowledge with others more specific to the content of chemistry. The participation of teachers in training, still during higher education, in supervised internships and in scientific initiation programs promoted by the federation seem to contribute significantly to their critical and academic content. This would improve the characteristics charged in these issues (Rosa et al., 2018).
The data show that the main contents collected in ENDADE in the period were public policies, organic composition of living beings, project design, teaching strategies and evaluation in chemistry (table 1). The curricular matrix of the degree course in chemistry at IFAP seems to support this knowledge (table 2). Supervised internship, general didactics and legislation and public policies correspond to 13% (400 hours) of the total hours of the course. Organic chemistry I and II have 160 hours together and are 5% of the total course hours. Thus, the Pedagogical Course Plan (PPC), as was thought by the collegiate of the institution where it is located, is in line with the changes in federal legislation governing the training of teachers in undergraduate courses. The course analyzed respects regionalities and this reflects in the type of training of its students (Santos et al., 2020).
The evaluation of ENADE for chemistry graduates requires that the trained professional has knowledge of specific contents (such as organic chemistry, for example) as expected. However, it seeks in them a knowledge that encompasses the dynamics of a classroom (as to the type of class, evaluation, how to think of a curricular matrix, how to contribute to changes to improve teaching, how to evaluate a content). Based on this, there is a predilection for certain specific and non-specific subjects, seeking information on the practical training of students
The Degree course in Chemistry of the Federal Institute of Amapá, IFAP, seems to have more than enough workload so that the student can prepare and perform well in ENADE, because it follows, with improvements, what governs the federal standard for this type of course.
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 Student of the Technical Course of Chemistry (second degree) of the Institute of Basic, Technical and Technological Education of Amapá (IFAP).
 Chemist, Master in Chemistry (UFMA), Professor and researcher of the Degree Course in Chemistry of the Institute of Basic, Technical and Technological Education of Amapá (IFAP), Coordinator of the Technical Course in Chemistry (IFAP).
 Chemist, Master in Chemistry (UFPA), Professor and researcher of the Degree Course in Chemistry of the Institute of Basic, Technical and Technological Education of Amapá (IFAP).
 Biomedical, PhD in Topical Diseases, Professor and researcher of the Medical Course of Macapá Campus, Federal University of Amapá (UNIFAP).
 Theologian, PhD in Clinical Psychoanalysis. He has been working for 15 years with Scientific Methodology (Research Method) in the Scientific Production Guidance of Master’s and Doctoral students. Specialist in Market Research and Research focused on health.
 Biologist, PhD in Topical Diseases, Professor and researcher of the Physical Education Course, Federal University of Pará (UFPA).
 Biologist, PhD in Theory and Behavior Research, Professor and researcher of the Degree Course in Chemistry of the Institute of Basic, Technical and Technological Education of Amapá (IFAP) and the Graduate Program in Professional and Technological Education (PROFEPT IFAP).
Submitted: March, 2021.
Approved: March, 2021.