Interdisciplinaridade e contextualização: educação CTS nas questões de matemática no Enem entre os anos de 2018-2020

• Ano de defesa: 2022
• Autor(a) principal: Ramos, Dênis Paiva
• Orientador(a): Toti, Frederico Augusto
• Banca de defesa: Silva , Luciano Fernandes, Silva, Guilherme Henrique Gomes Da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Ciências Humanas e Letras
• País: Brasil
• Palavras-chave em Português: Enem; Ensino Médio; Contextualização; Interdisciplinaridade; Educação CTS latino-americana; Cidadania contemporânea
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/2104

The National High School Exam (Enem), from the 2009 edition, has two main objectives, due to the demands of the contemporary world: to examine students who complete high school and also to present an important tool for selecting the entrance of students to Higher Education. The questions, or also called items, will propose to students original problem situations, articulated with people's daily lives, contextualized with the four areas of knowledge that make up the High School curriculum (Human Sciences and its Technologies, Natural Sciences and its Technologies, Languages, Codes and its Technologies, and Mathematics and its Technologies) in an interdisciplinary way. In this sense, the present research uses content analysis, analyzing the Enem Mathematics questions (in the 2018-2020 editions) from three categories constructed, approved and applied, seeking to verify if there is a formative investment in a High School that actually helps students to solve life's problems, and yes, in a critical view, enhanced by analysis and scientific procedures, which is not immediate or utilitarian, but in a contextualization and interdisciplinarity in STS education that leads students to use abstract cognitive potentiating structures to solve several other problem situations. The research seeks to answer two guiding questions: The current Enem model, based on Mathematics questions, is contributing to the formation of students only in their cognitive potential, or also, they manage to contribute to a contemporary citizen formation in Latin American STS education ? The way in which the mathematics questions were constructed presents elements, as content, method or reflection, that in fact mobilize in the formation of a more critical and ethical thinking of our young graduates of Basic Education, according to elements of a contemporary citizenship in Latin American STS education? The results presented in this research show that the Enem continues to contribute to traditional teaching, standing apart from its own theoretical-methodological foundation, with a minimum of questions that really involve the important concepts for the education of a contemporary citizen formation: interdisciplinarity , contextualization, problem-situation and CTS.