Comparison of the Curricular Matrix of the Undergraduate Chemistry Course at IFAP with the content of ENADE

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.


INTRODUCTION
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   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. 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).

DISCUSSION
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  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-today 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 ( 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). CONCLUSION 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.