Influência do exame nacional do ensino médio (ENEM) na metodologia de ensino de professores de matemática

Abstract

This of course work Conclusion presents a research that aims to understand how the Exame Nacional do Ensino Médio (ENEM) influences the teaching methodology of mathematics teachers in the city of Sao Sepé (RS), as the ENEM has been important in life of Brazilians who want to enter the Higher Education. The work was developed from a qualitative research, in which according to Moraes and Galiazzi (2011), this type of research aims to deepen understanding of the phenomena that investigates from a rigorous and thorough analysis of the information. The production of data was performed by observations of mathematics classes in high school, five teachers over three public schools, where we used a daily class to note the impressions of the facts; and also through semi- structured interviews with the teachers participating research. To analyze the data produced, we used the Discursive Textual Analysis (ATD) de Moraes and Galiazzi (2011). Data analysis revealed three categories: Dynamics Educator's classes; Teaching and Learning Mathematical Content; and ENEM as Evaluative Instrument and Join the University. It was found through this research that teachers recognize the importance of working with ENEM issues, since all enjoy the same classroom, in the form of additional exercises. It was also evident that educators consider interesting examination by the fact that he has the ability to provide a contextualized learning, assess participants' learning and also enable the entrance to universities.