O Enem e as escolas de Ensino Médio em Parintins-AM: articulações entre as propostas curriculares em Matemática

Abstract

This research aimed to analyze articulations existing between Enem and curricular proposals in Mathematics. For this, we analyzed the official documents of the Political Pedagogical Projects (PPP) of the schools that offer high school in the city of Parintins - AM. The study made it possible to analyze Enem evaluation policies, in a critical and reflexive way, discussing how the questions of external evaluations, especially those of the Mathematics Enem, are articulated, with the curricular proposals of Mathematics of the PPP of the high schools in Parintins. To support the study, documentary research was used, as a theoretical lens, critical mathematics education (EMC), for the analysis of Brazilian educational public policies. To achieve the proposed objective, the following specific objectives were outlined: (I) To analyze the PPPs of Parintins high schools to identify mathematical items present in the Enem curriculum matrix; (II) Identify approximations and/or distances related to contents, themes and competencies, between the Mathematics Curricula of the MS of Parintins schools and the Matrix of Evaluation of the Enem of Mathematics; (III) To ponder the approximations and/or distances identified between the Mathematics Curricula of and the Mathematical Enem Evaluation Matrix, relating them to the proposals of mathematics teaching present in the PPPs of the MS schools of Parintins. As results, we point out that Enem plays an important role in the Brazilian educational scenario and especially for the state of Amazonas, and in a way, impacts the most diverse levels of the Brazilian educational system, besides contributing to the investigation on the external evaluation of Enem in the centrality of public policies focused on education in the form of performance or access to higher education of high school students in the city of Parintins. On the contrary, we find that although it is a policy of democratization of access to higher education. We noticed a failure in the adoption of these policies, by not democratizing access to this level of education, implying the continuity of well-ranked schools, being better evaluated in the exam, and consequently obtaining a place in public universities, while schools that have coefficients below the national average, are unable to apply for a vacancy in these universities. Given your grade is lower than the cut-off grades that are required by the courses when it comes to phering for a vacancy. Finally, it is expected that this research will serve as a contribution to the understanding of educational policies the Enem as a space for social construction and articulations between the Curricular Proposals of mathematics PPPs in public schools of Parintins-AM and, which will become a reference on the contents of the area in the Curriculum and, in Mathematics Education.