PHYSICS AT ENEM AND IN THE TECHNICAL CHEMISTRY COURSE AT THE INSTITUTO FEDERAL DO AMAPÁ (IFAP): A CURRICULAR COMPARISON

The National High School Examination (ENEM) is an evaluative and selective tool for students to enter higher education. The Federal Institutes of Education, Science and


INTRODUCTION
Created by the Federal Government of Brazil in 1998, the National High School Exam (ENEM) aimed to evaluate students who completed high school. Over time, ENEM has gained more relevance by being used not only as an assessment tool, but also as a selective tool for the entry of students into higher education (Silveira et al., 2015).
In the ENEM test, the subject of physics is approached along with the subjects of biology and chemistry in the area of Science of Nature knowledge. Even though there is no formal separation, it is possible to see that the questions of Natural Sciences can be organized between the three disciplines by analyzing the contents covered. (Silveira et al., 2015). These may present different courses such as undergraduate degrees, masters or doctorates, but the main modality is technical education, mainly technical education integrated with high school (Pacheco, 2010).
In Brazil, all states have at least one Federal Institute, some have even more than one, totaling 38 units. A Federal Institute can be divided into campuses, with a current total of 644 in operation. (Brasil, 2018).
The Federal Institute of Education, Science and Technology of the State of Amapá (IFAP) was created on December 28, 2008with Law No. 11,892 (Marques et al., 2020 and aims to contribute to the development of the state (Castro et al., 2020).
IFAP offers courses ranging from higher education to high school, and with that, it manages to reach a wide audience at different levels, it also consists of several campuses, of which we can mention the Macapá campus, located in the capital (Brasil, 2019;Penha et al., 2020).

MATERIAL AND METHODS
The research was carried out using questions from the National High School Exam

DISCUSSION
The National High School Exam has as a parameter to contextualize the questions of the physical exam linking them to people's daily lives (Silveira et al., 2014). In this sense, the difference presented between the subjects of the physics assessment in

RC: 78600
Disponível em: https://www.nucleodoconhecimento.com.br/education/physics-atenem the studied period (table 1) may have occurred as a consequence of this contextualization. In a study on the presence of physics in the daily lives of working students, questions were found about the use of different energies (electrical, chemical), in situations such as alcohol production plants and locations for the installation of sound equipment in automobiles (Toti and Pierson , 2010). Optics also appears routinely in people's lives. The study of light can help an engineer to know how much shade his projected building will cause in the neighborhood; or like a cup or a metallic object, you read an image; or even because the sky is blue when the day is sunny (Ribeiro and Verdeaux, 2012).
In the technical course, as part of electromagnetism, there is an introduction to special relativity, which is a subject of modern physics (Brasil, 2016). Modern physics in high school is not yet a consolidated content and there is no consensus on its teaching. Probably for this reason the absence of this topic in ENEM (Silva et al., 2013).
Usually, curricula divide the school year of high school into four bimonths. Each twomonth period corresponds to a unit, with 20 hours each. In a year with 80 hours, the division would then be equitable. However, some subjects take longer than others to be taught (table 2). The difference between the planned time and the real time for each unit is probably due to the fragmented programming of the content. In this way, learning becomes unchained, and the content presented, fragmented, has different difficulty factors, requiring less or more hours for its completion (Gaspar, 1997). In addition, class time in a traditional classroom is also spent on other tasks (call, notes) and not on teaching the discipline itself (Pires and Veit, 2006).
In the reference matrix of Enem, most of the objects of study are related to mechanics. In this same matrix, the subjects of wave, optics, electromagnetism and thermodynamics have a similar number of objects. But, the presence of these subjects in the questions is not similar. Only mechanics is very present both in this matrix and in the questions ( The teaching of physics still presents difficulties regarding the absorption of knowledge by the students, which means that most students do not present satisfactory performance in this discipline (Sbf, 2011;Barroso et al., 2018).
The ENEM test should be consistent with what the student learned in high school (normal or technical). It was possible to see that the difficulty of ENEM has changed over the years (figure 1). The attempt to increase the difficulty of the national exam questions (2014 to 2016) was reversed in the following two years. Probably as the teaching of physics at the secondary level still has a low performance of knowledge absorption, perhaps this has influenced the decision to lower the level of difficulty of this component in the 2017 and 2018 exams (Barroso et al., 2018).

CONCLUSION
The teaching of physics in the technical course in Chemistry at IFAP does not present a division that prioritizes the subjects most present in ENEM. Disponível em: https://www.nucleodoconhecimento.com.br/education/physics-atenem ENEM usually contextualizes its questions. This could be a common practice in high school physics, as it would help in your better understanding. In addition, it is necessary not to fragment the content during teaching, nor as its composition with other subjects.
The technical course at IFAP would not be the appropriate place of study for those who just want to finish high school. The content goes beyond what is required, but with cutouts geared to the technical part, including laboratory practices and strictly technical disciplines.
The absence of interdisciplinarity and contextualization makes it difficult to absorb the content, forming students with difficulty in thinking about physics.