Aplicabilidade do ensino de ciência por investigação em um cursinho popular, on-line, preparatório para o ENEM

Abstract

This academic work presents a research paper on the democratization of higher education in Brazil, focusing on affordable preparatory courses that serve as support systems for the working class (Magalhães, 2018; Whitaker, 2010). The study addresses the contradiction between traditional technical methodologies and the critical skills required by the ENEM, proposing Inquiry-Based Learning in a virtual environment as an emancipatory alternative. The methodology consisted of implementing an Investigative Teaching Sequence on Cytology via digital platforms, taking into account the socioeconomic profile and cognitive fatigue of the working student. The results were significant, with 93.1% engagement in the investigative process, demonstrating gains in autonomy and a move beyond passive memorization. Despite logistical challenges and technological limitations, the study concludes that the transition to active methodologies in pre-university entrance exam preparation is both feasible and necessary. By integrating theory and practice, the study positions science education as a strategic tool for social inclusion, promoting both critical thinking and effective admission to public universities.