Comparison of the Curricular Matrix of the Undergraduate Chemistry Course at IFAP with the content of ENADE

Lívia Maria Sousa Dos Santos,Salvador Rodrigues Taty,Carla Viana Dendasck,Euzébio De Oliveira,Claudio Alberto Gellis De Mattos Dias,Erlyson Farias Fernandes,Amanda Alves Fecury

doi:10.32749/nucleodoconhecimento.com.br/education/curricular-matrix

Lívia Maria Sousa Dos Santos, Salvador Rodrigues Taty + Show 5 more

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https://doi.org/10.32749/nucleodoconhecimento.com.br/education/curricular-matrix

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Abstract

Curricular matrix is the set of curricular components (disciplines) that guarantees the content necessary the formation of a student in a course and undergo constant changes due to the speed with which academic-technological innovations are presented. The higher course in Chemistry, offered by the Federal Institute of Amapá, is based on its objectives in the face of the professional training of the student in the institution. The objective of this work was to compare the chemistry content of the National Student Performance Exam (ENADE) with the curricular matrix of the Undergraduate Degree in Chemistry of the Federal Institute of Amapá (IFAP) in 2011, 2014 and 2017. The evaluation of ENADE for chemistry graduates requires that the trained professional has knowledge of the specific contents, as expected. But she seeks in them a knowledge that encompasses the dynamics of a classroom. Based on this, we note a predilection for certain specific and non-specific subjects, seeking information about the practical training of students. The Degree course in Chemistry at IFAP seems to have more than enough workload for the student to prepare and perform well at ENADE.

Highlights

Curricular matrix is the set of curricular components that guarantees the content necessary the formation of a student in a course
Among the questions with simple content, 10 contents were not charged in the evaluations of these years (1.11%); five contents appeared once (2.22%); a content (Organic compounds: reactions and mechanisms; natural and synthetic macromolecules) was charged in three questions (3.33%); and another (Public policies and their implications for chemistry teaching) www.nucleodoconhecimento.com.br was charged seven times (7.78%)
ENADE is concerned that the student graduated in a higher course in chemistry understands the laws that govern the teaching of this discipline, and how these norms affect this teaching

Summary

Introduction

Curricular matrix is the set of curricular components (disciplines) that guarantees the content necessary the formation of a student in a course. These components will cover mandatory and non-compulsory materials. The curriculum matrix undergoes constant changes due to the speed with which academic and technological innovations are presented, bringing the need for changes in the curriculum to ensure greater learning in the course, ensuring that students can be more skilled and fit for the labor market (Carneiro et al, 2017). The higher course in Chemistry, offered by the Federal Institute of Amapá, is based on its objectives in the face of the professional training of the student in the institution. Technological and scientific knowledge will be provided, together with the theoretical and practical foundations in all specific sectors of the chemistry area, contributing to the training of a qualified professional to act as a chemistry teacher in basic education in the future, with a greater focus on high school (Ifap, 2011)

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