O BIOMA CERRADO NO ENSINO MÉDIO: PERCEPÇÃO DE ALUNOS, PROFESSORES E A ABORDAGEM DO EXAME NACIONAL NO ENSINO MÉDIO (ENEM)

Abstract

Contextualized teaching gives meaning to what is taught and contributes to effective learning. When contextualization is related to the environment in which students live, more precisely to the biome, the construction of environmental perceptions aimed at conserving the surrounding environment is also favored. Directing this understanding to teaching about the Brazilian savanna (Cerrado), identifying not only student´s perceptions, but also teacher´s, is important for thinking about ways to promote learning, contextualization and awareness of the biome. Cerrado is the environmental context of part of 12 Brazilian states and the Federal District population and, although its conservation is important for world biodiversity and for the country's water supply, deforestation is increasing even in protected areas. Therefore, this study aimed to: i. evaluate the approach and emphasis given by the National High School Exam (Enem) to Cerrado theme and compare its frequency in the tests with that of other Brazilian biomes; ii. analyze how the insertion of Cerrado theme is configured in Goiás high schools from teachers perspectives; iii. to understand how high school teachers and students perceive the Cerrado and the relationship between human beings and this biome. Therefore, a documentary analysis of the Enem tests was carried out and teacher´s and student´s data were collected through questionnaires. The results indicated that Cerrado is the second most frequent biome in Enem, only behind the Amazon, and that there is no equity in the approaches to Brazilian biomes through the exam. In schools, teaching about Cerrado focuses on subjects such as Biology and Geography and, in general, teachers and students seem to perceive the Cerrado mainly as synonymous of nature.