Estatística e probabilidade no contexto do Exame Nacional do Ensino Médio-ENEM

Abstract

The National High School Exam - ENEM assesses the quality of education in the country through the performance of students at the end of basic education is also used in the selection process for access to higher education. The test involves competences and skills that allow measuring the student's reasoning and the ability to understand situations of their experiences through contextualization and interdisciplinarity. Therefore, this paper presents an analysis carried out in order to identify the context of Statistics and Probability approach in mathematical proof and its technologies of the last five editions of the Exam. The methodology adopted in this study has a qualitative approach and is characterized as a documentary research, whose object was the Mathematics items related to the object of knowledge already highlighted. To achieve the objectives of the study, the work was based on documents such as the National Curriculum Parameters and the ENEM Reference Matrix. It was found that the most recurrent topics in the exam are: analysis and representation of data in graphs and tables; Centrality measures - average (simple and weighted), fashion, median and notions of probability. It was also found that contextualization and interdisciplinarity are aspects present in the test items, which meets the pedagogical principles of official education documents and enables meaningful learning. Therefore, it is recommended that the pedagogical practices used in the classroom be aligned with the model that ENEM adopts, promoting rich classes in real contexts