STSE RELATIONS IN THE ADMISSION EXAM OF UFPR: a chemistry questions analysis of the last ten years (2009-2018)

Abstract

In Brazil, access to superior education depends on the students’ performance in selection tests, such as admission exams. Thus, many schools and teachers build their classes around these tests. In this way, the objective of this work is to analyze if and how the relations between Science, Technology, Society and Environment (STSE) are developed in the chemistry questions of admission exam of the Universidade Federal do Paraná (UFPR) in the last ten years (2009-2018). Since if the STSE relations are present in the test, this could be used as a stimulus for teachers and schools to adopt a STSE based education. Therefore, we conducted a documental research and analyzed the admission exams of the UFPR using Discursive Textual Analysis. The results were disturbing and indicate that the exam is still based on pure and hard content and therefore decontextualized. Most issues have only a “facade layer of contextualization” and involve only one or two aspects of the STSE relationships.