Daniela Hilda de Souza Siqueira França
REFERENCE: FRANÇA, Daniela Hilda de Souza Siqueira. A INTERDISCIPLINARIDADE E A CONTEXTUALIZAÇÃO EM UMA ABORDAGEM COMPLEXA: ANÁLISE DAS PROVAS DO ENEM COM BASE NOS GÊNEROS DO DISCURSO. 2016. 1-175 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2016.
AUTHOR: Daniela Hilda de Souza Siqueira França
TITLE: INTERDISCIPLINARITY AND CONTEXTUALIZATION IN A COMPLEX APPROACH: ANALYSIS OF ENEM'S EXAMS BASED ON DISCOURSE GENRES (A INTERDISCIPLINARIDADE E A CONTEXTUALIZAÇÃO EM UMA ABORDAGEM COMPLEXA: ANÁLISE DAS PROVAS DO ENEM COM BASE NOS GÊNEROS DO DISCURSO)
ADVISOR: Prof. Dr. Sílvio Ribeiro da Silva
CONCENTRATION AREA: Education
RESEARCH LINE: Culture, Teaching and Learning Processes
DEFENSE DATE: 08/01/2016
ABSTRACT:
The aim of this research is to analyze, based on the discourse genres, if the Enem tests - from 2009, when the current format was implemented, until 2015 -, favors the knowledge complexification, verifying if the contextualization and interdisciplinarity are present and contributes to minimize the fragmentation of knowledge. For this, the corpus is constituted of all Human Sciences and its Technologies questions. With these objects of analysis, the aim is to verify the contextualization and interdisciplinarity based on four categories created through the theory of discourse genres by the Russian thinker Mikhail Bakhtin (2011). These categories allow a data generation through the content analysis procedure, which are qualitatively examined and interpreted. Some quantitative data obtained by observing the genres present in the questions base texts is what drove part of the qualitative analysis. In addition to documentary research, which allows transit through documents such as LDB N. 9,394/1996, DCNEM (BRAZIL, 1998; 2012), PCNEM (BRAZIL, 2000), OCEM (BRAZIL, 2006), there's a bibliographic search for can defend the conception of education and knowledge that permeates the study. To this end, the ideas of the French philosopher Edgar Morin (2002, 2004, 2005, 2007a, 2007b, 2012) about complex thinking, complexity and pertinent knowledge - which lead to the understanding that there is a multidimensionality in the human being and the knowledge that must extend to the educational universe and be visible in it - are the theoretical support. The research results reveal that Enem evidence prioritizes the contextualization, appropriating, in a process of hybridization, mainly genres linked to the issue area, even though others appear from the most varied spheres of human activity. They also reveal a rare and superficial interdisciplinarity, signaling a possible difficulty in linking knowledge. These results point to the fact that the fragmentation of knowledge is present in Enem, but prioritizes a more meaningful knowledge through contextualization, since it stimulates the general intelligence by relating information and inserting it in its context.
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