A abordagem do conhecimento geométrico nas provas de matemática do Enem

Abstract

This study aimed at ENEM sought to analyze the approach that is given to geometric knowledge in the assessment tests, identifying the main issues explored, forms of contextualization and analysis of the competences adopted in the exam. For this, we used as a research method the bibliographic documental type, based on the Enem math tests in the 2016-2020 editions. The analysis focused on skills 8 and 9 of area 2 competence in the area of Mathematics and its Technologies of the ENEM. The results indicate that the questions formed with these skills deal with the resolution of problems involving situations involving everyday, industrial environments or present in the form of pieces or objects that surround our reality, bringing geometric knowledge (angles, figures, circles, measurements segments and area of the figures) to recognize situations and act on them, using geometry issues, as a way of interpreting and arguing the solutions to problems, organizing the data and acting on the proposed situations. Therefore, it is up to high school mathematics teachers to contextualize geometry to adapt the curriculum to the ENEM objectives in order to contribute to student learning with practices and objectives consistent with the assessment proposal