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Recently, Brazilian students’ low performance in international assessments has reached the news, raising the suspicion that the quality of scientific education in the country is declining. In this article, inspired by Pierre Bourdieu's sociology of education, we investigate the effect of social inequality on the scientific performance of Brazilian students. A representative sample of ENEM participants between 2012 and 2019 (n = 489,167) was subjected to an adjusted correspondence analysis and inserted in a multivariate linear model. As a first result, we observed that social background explains more than 35% of the students' performance in science. Therefore, school success is largely indebted to class privilege. On the other hand, attending a privileged school is more important than being born in a privileged family, as the school social effect proved to be four times superior to the individual social effect. These results have important implications to critically approach science education regarding the ideology of merit as well as the unequal distribution of resources and opportunities in the education system.

This article presents the results of a documental and empirical investigation to verify how the didactic material offered to students by the State of São Paulo Education Department is appropriated concerning the chemistry’s knowledge evaluated in the Exame Nacional do Ensino Medio (ENEM). Based on documental analysis we verified the correlation between the content evaluated in ENEM’s items and content presented in the didactic material offered by the São Paulo Government. From the point of view of contents related to the chemical content, it was verified that the material partially meets the requests of ENEM between 2009 and 2013. From the analysis of the ENEM microdata, it was possible to identify the score of accuracy obtained by the students of the state public schools of the State of São Paulo in the chemistry items analyzed. It has been observed that, in general, in all sub-areas of chemistry the average of score is relatively low, pointing out to a need for reflection towards the relevance of this exam to these students.

Recently, Brazilian students' low performance in international assessments has reached the news, raising the suspicion that the quality of scientific education in the country is declining. In this article, inspired by Pierre Bourdieu's sociology of education, we investigate the effect of social inequality on the scientific performance of Brazilian students. A representative sample of ENEM participants between 2012 and 2019 (n = 489,167) was subjected to an adjusted correspondence analysis and inserted in a multivariate linear model. As a first result, we observed that social background explains more than 35% of the students' performance in science. Therefore, school success is largely indebted to class privilege. On the other hand, attending a privileged school is more important than being born in a privileged family, as the school social effect proved to be four times superior to the individual social effect. These results have important implications to critically approach science education regarding the ideology of merit as well as the unequal distribution of resources and opportunities in the education system. [ABSTRACT FROM AUTHOR]

The main objective of the current school is to develop competences that allow the student to achieve personal and professional success, aiming to give space so that each individual can learn to use their knowledge to act efficiently. The present study aimed to investigate the skills and competences that converge to the enem structuring axes, to which the students developed when participating in a learning workshop. It was initially analyzed the convergences between the skills proposed by the workshop and those required by the official documents, such as the ENEM - National High School Examination and the CPN - National Curricular Parameters. For that, the workshop entitled "The Big Bang", developed with high school students, was analyzed. This workshop contemplates the perspective of the Natural Sciences and their Technologies, in the discipline of Biology, and for that, the convergences between the competences proposed by ENEM, PCN and the text of the workshop were raised. After this survey, we verified which of these competences were grouped in the structuring axes of the Enem: contextualization, interdisciplinarity and problem-situation. It can be observed that the methodology provides the possibility of developing skills and abilities, however, it is emphasized that the way the workshop is worked on the importance of understanding the nuances of the teaching-learning process, the clarity of skills concepts And skills, trans and interdisciplinarity, and especially how the Curriculum Guidelines are implicated in the whole educational context, must make sense of the criteria that teachers must use to achieve the pedagogical objectives, however, these indicators are often not clear In the teaching-learning process for educators, making it necessary to raise awareness so that the action of teaching is more effective.

This article presents the results of a documental and empirical investigation to verify how the didactic material offered to students by the State of São Paulo Education Department is appropriated concerning the chemistry's knowledge evaluated in the Exame Nacional do Ensino Medio (ENEM). Based on documental analysis we verified the correlation between the content evaluated in ENEM's items and content presented in the didactic material offered by the São Paulo Government. From the point of view of contents related to the chemical content, it was verified that the material partially meets the requests of ENEM between 2009 and 2013. From the analysis of the ENEM microdata, it was possible to identify the score of accuracy obtained by the students of the state public schools of the State of São Paulo in the chemistry items analyzed. It has been observed that, in general, in all sub-areas of chemistry the average of score is relatively low, pointing out to a need for reflection towards the relevance of this exam to these students. [ABSTRACT FROM AUTHOR]

The main objective of the current school is to develop competences that allow the student to achieve personal and professional success, aiming to give space so that each individual can learn to use their knowledge to act efficiently. The present study aimed to investigate the skills and competences that converge to the enem structuring axes, to which the students developed when participating in a learning workshop. It was initially analyzed the convergences between the skills proposed by the workshop and those required by the official documents, such as the ENEM - National High School Examination and the CPN - National Curricular Parameters. For that, the workshop entitled "The Big Bang", developed with high school students, was analyzed. This workshop contemplates the perspective of the Natural Sciences and their Technologies, in the discipline of Biology, and for that, the convergences between the competences proposed by ENEM, PCN and the text of the workshop were raised. After this survey, we verified which of these competences were grouped in the structuring axes of the Enem: contextualization, interdisciplinarity and problem-situation. It can be observed that the methodology provides the possibility of developing skills and abilities, however, it is emphasized that the way the workshop is worked on the importance of understanding the nuances of the teaching-learning process, the clarity of skills concepts And skills, trans and interdisciplinarity, and especially how the Curriculum Guidelines are implicated in the whole educational context, must make sense of the criteria that teachers must use to achieve the pedagogical objectives, however, these indicators are often not clear In the teaching-learning process for educators, making it necessary to raise awareness so that the action of teaching is more effective. [ABSTRACT FROM AUTHOR]

This paper aims to analyse understanding of the concept of contextualization in Science teaching implicit in questions for the ENEM, from the perspective of those involved in creating theoretical and methodological texts for this exam, and with the intention of drawing attention to support frameworks for teaching practice and pedagogical and curricular considerations in Science teaching and evaluative processes. To this end, five semi-structured interviews on the theme were conducted with educators connected with the field of the Natural Sciences and Mathematics and involved with the ENEM, and were analysed guided by the precepts of Text Discourse Analysis. Based on this analysis there appears to be a need to go beyond perspectives that reduce the context to a pretext of purely conceptual approaches and ideas that limit the context merely to aspects of the students’ environs. However, there are also possibilities that emerge for a contextualized approach connected to using historical perspectives and a multiplicity of contexts.