Estudo comparativo entre o público EJA e o público regular utilizando a análise do funcionamento diferencial do item (DIF), na área de ciências da natureza e suas tecnologias, a partir dos dados do Enem 2012

Reis, Marcelo Menezes2024-02-262024-02-262016-08-15https://hdl.handle.net/20.500.14135/948This study aims to discuss the equivalence between students from regular education and adult education (EJA), in the National High School Exam (Enem), applied in 2012, using differential item functioning analysis of the items in Sciences Nature and its Technologies Area. Enem is a voluntary test, applied in the end of basic education and over time, it has assumed many functions, acting as a reference for self-assessment of students, for certification of students who applied for high school certification, and for admission in higher education. There was a considerable increase in the aimed public according to the new objectives assumed by the examination, which is characterized by its diversity. Soon enough there were doubts about the fairness of the examination that evaluates, with a single standardized test, many groups with well delimitated and uneven characteristics that are perpetuated from received teaching. An item presents differential functioning when students of the same proficiency, that do not have the same kind of education, do not have the same probability to solve the item. The Differential Item Functioning (DIF) analysis was divided in two stages and applied in 45 items employed in Natural Sciences and its Technologies test. To this end, the students' responses were used to build the characteristic curves of the items and to compare the differences. In the first stage, related to the DIF's empirical analysis, there were two items containing differential functioning. In the second stage, related to the expected probability analysis, none item was reached containing the minimum criteria stipulated in the analysis. However, two items were more likely to DIF. These were the same ones that presented differential functioning in the first analysis. In an attempt to explain the bias of these items, it was suggested the dependence on aspects of low familiarity and possible curricular emphases of taught themes. These topics should follow further investigation in the educational field.Documento textualporAcesso abertoEducação de Jovens e AdultosAvaliação da Educação BásicaExame Nacional do Ensino Médio (ENEM)Estudo comparativo entre o público EJA e o público regular utilizando a análise do funcionamento diferencial do item (DIF), na área de ciências da natureza e suas tecnologias, a partir dos dados do Enem 2012Dissertação120737