As práticas educativas dos professores de matemática do ensino médio com ênfase à nova concepção do ENEM : um estudo na rede pública estadual do Ceará

• Autor(a) principal: Clemente, Célio de Mendonça
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/5111
• topic: Matemática; Educação; Ensino de matemática; Ensino médio; Didática; Professores de matemática; Exame Nacional do Ensino Médio (ENEM); Relação com o saber; Discurso pedagógico; Mathematics teaching; High school; Relation with knowledge; Pedagogical discourse; CIENCIAS HUMANAS::EDUCACAO

The present research is linked to the studies of the academic master's degree in Teaching of Natural Sciences and Mathematics by the Universidade Federal de Sergipe / UFS in order to know how and what repercussions the new proposal of the test of the National High School Examination - ENEM determines the educational practice of teachers of Mathematics in High School in the public network of the State of Ceará. The central question of the research is: Which teaching practices of the mathematics teacher are worked on in his classes in High School, and how are these practices articulated to the new conception of the ENEM? This question unfolds in other guiding questions, through the relation of the teacher with the knowledge and its pedagogical discourse. Conceptual approach focuses on the following categories: relationship with knowledge (CHARLOT, 2000, 2005, 2013; SOUZA, 2009), public policies (MACEDO, 2012, MACEDO, DIÓGENES, 2014, LIBÈNEO, 2014), , 1998, 1999, 2002, 2007, 2012, 2015), and Mathematics Teaching (FIORENTINI, LORENZATO, 2006; MOREIRA, DAVID, 2010; COUNTRY, 2013) And ENEM (BRASIL, 1998, 1999, 2000, 2002, 2007, 2009, 2012; DIAS, 2009; MACHADO, 2009; RABELO, 2013 and MOREIRA, 2014). The main subjects of the research were sixteen mathematics teachers from three schools of the state of Ceará (schools A, B and C) and the secondary subjects were seven school coordinators of these respective units of education. The research was structured in two stages, starting with the application of a questionnaire to the subjects participating in the study, whose objective was to collect personal and professional data. The second stage refers to the focus group, carried out with the nine mathematics teachers of two schools (B and C), since the teachers of school A did not make themselves available to participate in the focus group. With the meetings of the focus group some issues related to educational practices were deepened under the perspective of the new conception of ENEM. Research mathematics teachers develop educational practices, such as lesson planning and execution, "long classrooms" (ENEM specific classes that usually involve students of 3 years of each shift, with the purpose of discussing and solving items From Mathematics Proof of previous editions of the exam), simulated and other activities, based on the principles and guidelines present in the official documents, therefore, with a new conception of ENEM. In this sense, his discourse presents itself with pedagogical practices that have invisible and visible rules. They are invisible when, for their work, not for instructional discourse; and visible, when they intentionally plan actions. Also, it was noticed that the relation with the knowledge teachers present themselves, the reflection on the fragilities of the teacher formation; The official pedagogical discourse is a practice of its own.