Uma análise dos conteúdos de matemática em desuso nas provas do Exame Nacional do Ensino Médio (ENEM)

• Ano de defesa: 2021
• Autor(a) principal: Menezes, Samuel Bezerra de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Matemática; Programa de Pós-Graduação em Matemática; UFPB
• Palavras-chave em Português: ENEM; Binômio de Newton; Determinantes; Números complexos; Newton's binomial; Determinants; Complex numbers; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21470

In 1998 the ENEM (National High School Exam) was implemented in our country, becoming the main instrument of access to universities and to the policies of student funding programs. Examples are the University for All Program (Prouni), created in 2004 by the Ministry of Education (MEC), whose function is to select candidates for partial and full scholarships in private universities and the Student Fund (Fies), created in 2001 by the MEC, whose purpose is to grant funding to students in higher education courses not free of charge. In this context, the role of mathematics teaching has verified other aspects in its approach. Previously, contents that used to fall quite frequently in exams of the main vestibular exams in Brazil, were less requested or simply not approached anymore, due mainly to the power of contextualization and interdisciplinarity that some contents have to the detriment of others. This dissertation aims to search through various means to understand the reasons why the themes: Determinants, Newton`s Binomial and Complex Numbers are practically absent in ENEM tests. It will also show the importance of the contents less or not charged in tests, their applications in other areas of knowledge and their importance to society. In this work we used the bibliographic research that provided the necessary qualitative and quantitative data to identify which contents were more or less addressed in these evaluations. Structured researches were also made with teachers working in public and private high schools, a fact that provided a deeper and more authoritative view of these possible causes, showing to educators and students that even not being approached in ENEM tests such contents have their relevance in the study of Mathematics.