O exame nacional do ensino médio e seus reflexos na matemática do 3 ano do ensino médio

Abstract

The article analyzes how the ENEM influences the teaching of Mathematics in the 3rd year of High School. The study shows that, after the educational reforms of the 1990s, the exam began to emphasize competencies, skills, interpretation, and problem-solving, requiring teachers to change their teaching methodologies. Mathematics classes now incorporate contextualization, interdisciplinarity, and real-life problem situations, while students face challenges such as the need for stronger reading and interpretation skills. The analysis of ENEM questions from 2009 to 2017 highlights this shift, revealing more contextualized and everyday-based items. The study concludes that ENEM has transformed the teaching of Mathematics, making it more critical, interpretative, and connected to other areas of knowledge.