Exames de ingresso no ensino superior como referência para a organização curricular de conteúdos de Física em um cursinho popular

Abstract

The Cursinho Educação e Cidadania (CEC) is a free, popular university entrance examination preparatory course that grounds its pedagogical practice in the principles of Paulo Freire’s Popular Education. As a university extension project, it also constitutes a space for educator training, combining the preparation of low-income students for entrance examinations with a critical perspective on education. In this context, this study aims to survey, identify, classify, and analyze the Physics content most prominently represented in the main selection processes taken by CEC students, seeking to provide a foundation for the representative topics that may comprise the thematic reduction proposed in its Political-Pedagogical Project. In addition, the study seeks to contribute to the contextualization and academic documentation of CEC’s trajectory, also taking it as an object of study and systematizing aspects of its recent history. To this end, quantitative and qualitative analyses were conducted of questions from the National High School Examination (Enem), the Provão Paulista, and the FATEC entrance examination. The results show that the examinations differ both in the frequency of the content addressed and in the competencies required for their solution. While the Provão Paulista favors more direct approaches centered on mathematical application, the FATEC entrance examination requires greater manipulation of relationships and equations from school-level Physics, whereas the Enem, in turn, mobilizes a broader set of competencies and contextual elements. Based on these analyses, it was possible to identify content with greater recurrence and structuring potential for the curricular organization of the Physics course at CEC, contributing to the development of more explicit and theoretically grounded criteria for pedagogical planning.