Questões do Enem: uma possibilidade de (re)construção de conhecimentos

Abstract

This work presents a research conducted in a public state school in Brazil, with teachers and students of high school, with the aim of analyzing, in the classroom, the potential use of questions from the Brazilian national examination for secondary education (ENEM) as a tool to promote meaningful learning in Mathematics. Through a didactic sequence based in the theory of meaningful learning, the use of Enem evaluations in the classroom was investigated, with the view to a possibility of (re)construction of knowledge and exploitation of abilities and competencies demanded on the external evaluation for Mathematics. The investigation sought evidence that the didactic sequence had encouraged the study and promoted meaningful learning. The constructed proposal was applied in a senior year classroom on the second shift, throughout the second trimester of 2017. The procedures for data collection were many, in order to qualify the analysis and the results of a more meaningful and lasting learning with the method of triangulation. The evaluations of the students’ learning processes happened simultaneously and the qualitative analysis of data, using tools as concept maps, questionnaires, super test, notes from the observer and the students, showed that the main objective was reached, the one of (re)building knowledge, since evidences of a potentially meaningful learning emerged, which provided the understanding of concepts that were “forgotten” by the students. The results were satisfactory regarding the proposal, since it was possible to involve the students in an environment of reflection, as agents of their journey in the search of learning. As a final product, a didactic sequence was set up, applied, and improved, and will be available online for students and teachers interested in enlarging their studies about the Enem evaluation, besides the possibility of being used in workshops for teachers.