CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY

Abstract

In this article, questions present in the exams of the National High School Examination (ENEM) from 2012 to 2022. The objective of this work is to carry out an analysis of questions present in the National High School Examination (ENEM), in the context of the discipline of Physics, which include topics of Cosmology, through the foundations of Revised Bloom's Taxonomy (TBR). It is a research of a basic nature, data analysis in a qualitative way, it is exploratory with a technical document procedure. The results show that, despite the questions related to the Cosmology content emphasizing more complex domains than a simple mechanical memorization, in none of the questions the metacognitive dimension was reached, much less the cognitive level “create.” These observations reflect the reference matrix of the exam itself, which is based on skills and competences, inherited by the National Common Curricular Base (BNCC), which already has many weaknesses in its scope, and not at cognitive or taxonomic levels. In this sense, this research is important for pointing out the main weaknesses of the questions of Cosmology in the ENEM, insofar as the lack of teaching this science in basic education is made explicit, consequently generating a gap in the student's intellectual framework and in its construction as a protagonist subject, part of the Cosmos and modifier.