Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Perez, Miguel da Camino
 |
| Orientador(a): |
Harres, João Batista Siqueira
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
|
| Departamento: |
Faculdade de Física
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/7132
|
Resumo: |
The current High School students were born in a time of expressive technological development, in a society marked by innovation. This caused the establishment of a new culture, to which several authors refer as “digital culture”. In this research, it was analyzed how some elements of this culture – sharing, deterritorialization, rationalization, unification and autonomy – are expressed in the National High School Curriculum Guidelines (DCNEM), and how these elements appear in the National High School Exam (ENEM) questions, specifically in the Natural Sciences and their Technologies area. The research – of qualitative nature – began with a documental analysis of the DCNEM and the ENEM 2016 notice, with specific focus in the Competencies and Skills Reference Matrix for the Natural Sciences and their Technologies, which consists in eight competencies that unfold into thirty skills. The study was followed by an analysis of how each of these competencies appears in this area’s test under the perspective of the digital culture. Thirty questions were selected, one for each skill, from the ENEM editions between the years of 2009 and 2015. The analysis method chosen was the Content Analysis. The results present how the digital culture elements are approached in each of the analyzed documents. |
