Contextualization in Science teaching: the voices of those involved in creating theoretical and methodological texts for the ENEM (Exame Nacional do Ensino Médio [National High-school Exam])

Abstract

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.