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The National Secondary Education Examination (Exame Nacional do Ensino Medio- ENEM) aims that schools adopt an interdisciplinary and contextualized education, being a requirement for entry into higher education institutions. In biology there is an area named Biotechnology, that relates to several technological activities important to society, but with ethical, social, political questions, among others. In this context, the present study aims to examine how biotechnology is addressed by teachers of the 3rd year of high school, focusing on ENEM. In order to accomplish this, analyzes were made of ENEM’s questions from 2009 to 2015, they were applied interviews with teachers from four public schools in the city of Fortaleza / CE. In the analysis of the ENEM exams, it was found that in all editions Biotechnology was addressed directly or indirectly, as transgenic, recombinant DNA, biofuels and stem cells. It was found that biotechnology is being taught in public schools in the city of Fortaleza / CE, but with little depth, since most of interviewed showed some discomfort in teaching the subject, lack of professional renovation, preventing a more secure opinion on certain matters disclosed; such insecurity ends up reflecting the presentation of content in the classroom.

Ensino de biotecnologia: o conhecimento docente e abordagem na perspectiva do exame nacional do ensino médio