ANALYSIS OF THE REFERENCE MATRIX OF NATURE SCIENCES AND THEIR TECHNOLOGIES OF THE ENCCEJA

Abstract

This research aims to observe how the skills and abilities aimed at Natural Sciences and their Technologies mobilize the knowledge of young people and adults who did not have access to schooling at their appropriate age. The object of analysis for this observation will be the Reference Matrix for Natural Sciences and their Technologies (MRCNT) of the National Examination for Certification of Skills for Young People and Adults (ENCCEJA). We understand that the MRCNT defines which contents, skills and knowledge are important for ENNCEJA and for Youth and Adult Education (EJA). Being a public policy, we highlight what the objectives of ENCCEJA are and how its subjects are characterized. As a theoretical framework, we highlight the perspectives of the pre-active and lived curriculum, accompanied by discussions about knowledge based on the notions of knowledge in itself and knowledge to do something. The methodological framework for approaching MRCNT was Laurence Bardin's content analysis. The research results indicate that the knowledge highlighted in the skills and competencies present in the MRCNT are all related to disciplinary knowledge and the nature of science, leaving little space for local knowledge and cultures. We also have as a result that the knowledge present in the Matrix is ​​supposedly objective and universal, adapting to large-scale assessment systems that favor the crystallization of knowledge, the generalization of ways of preparing students and the collection of performance data.