Physics at ENEM and in the technical chemistry course at the Instituto Federal Do Amapá (IFAP): A curricular comparison

The National High School Examination (ENEM) is an evaluative and selective tool for students to enter higher education. The Federal Institutes of Education, Science and Technology (FIs) are institutions created by the Federal government with the objective of training competent professionals. The purpose of this study is to compare the content of the Physics questions of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The teaching of physics in the technical course in Chemistry at IFAP does not present a division that prioritizes the subjects most present in ENEM. ENEM usually contextualizes its questions. This could be a common practice in high school physics, as it would help in your better understanding. In addition, it is necessary not to fragment the content during teaching, nor as its composition with other subjects. The IFAP technical course would not be the appropriate place of study for those who just want to finish high school. The content goes beyond what is required, but with cutouts focused on the technical part, including laboratory practices and strictly technical disciplines. The absence of interdisciplinarity and contextualization makes it difficult to absorb the content, forming students with difficulty in thinking about physics.

High School Chemistry and Enem: A curricular comparison

The National High School Exam (ENEM) is an assessment consisting of an essay and multiple choice questions. This assessment aims to measure the knowledge acquired during high school. The purpose of this article is to compare the content of the questions of the Chemistry component of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The research was carried out using chemistry questions from the National High School Exam (ENEM) taken from the Super Professor (software) program. The content taught in the three years of the technical course in chemistry at the Federal Institute of Amapá (IFAP) meets the requirements of the National High School Exam (ENEM). The workload is also sufficient for the development of basic and technical disciplines. The content analysis demonstrates that, as it is a technical course, it provides in-depth knowledge, which increases the subsidy for carrying out the ENEM. This content is formed by theory and also by a great practical experience (laboratory). Practical knowledge helps enormously the fixation of learning and provides knowledge to discuss the contents.

Academic roots of chemical engineering in XVIII and XIX century in middle Europe

Roots of chemical engineering in Middle Europe lead to the first mining and metallurgy academies, established in VIII century in Upper Hungaria and in Bohemian Kingdom. Chemical engineering skills originate from ancient Egyptian handicraft, alchemy, technical chemistry, pneumochemistry and phlogiston chemistry. Development of mining and metallurgy coincided with great scientific discoveries and industrial revolution. In Middle Europe, the first such academies were opened in St. Joachimstahl and in Schemnitz, and the first Serbian mining engineers Djordje Brankovic, Vasilije Bozic and Stevan Pavlovic studied, as well as the first chemistry professor of the High School in Belgrade, Mihajlo Raskovic. Eminent professors were employed by the Schemnitz academy, such as: Nicol Jacquin, Giovanni Scopoli, Ignaz von Born and Christian Doppler. It is important to emphasize that Shemnitz practiced the first modern, practical laboratory education. In VIII century, Schemnitz Mining and metallurgy academy was the most contemporary educational insistution for engineers. However, in XIX century, mining and metallurgy academies stagnated, due to the replacement of professional academies with polytechnic schools, technical universities and scientific research institutes.