Análise didática para o ensino de geometria no contexto do Enem

Abstract

The National High School Exam - ENEM, today represents the main form of entry in universities in the country. Its test model has a structure based on competencies and skills and seeks to stimulate reasoning through an interdisciplinary and contextualized approach. Thinking about it, the present work presents an analysis performed with the objective of identifying the context of approach of a Mathematical content, the Flat Geometry, in the mathematics test and its technologies of the last ten editions of the Exam. The methodology adopted in this study consists of a documentary research with a qualitative approach, which had as object the items of Mathematics, specifically, those related to the knowledge of the contents already mentioned. Geometry is one of the fundamental pillars of mathematics teaching, it is a perspective that educators rethink the way of teaching geometry and that lead students to reflect and see geometry everywhere. As a theoretical support, the study is based on the National Curriculum Parameters (2021), LDB 9,394/96, National Curriculum Guidelines (1998), Guidelines for High School (2008), Adriola (2011), Oliveira (2016) and the ENEM Reference Matrix w(2021). As a result of this work it was obtained after the analysis that skills are very important, in the ENEM are proposed problems that transpose the reality seen by the student together a skills focused on geometry, so it is essential to rethink the way of teaching Geometry, especially with the reform of the new high school