Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)

This work is part of two articulated fields of knowledge: language sciences and education sciences. It is a research developed toward the purpose to constituting a reflection about reading within the context of large-escale evaluation. Methodologically, the research was characterized by its docum...

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Autor principal: Sodré, Leila Telma Lopes
Outros Autores: Barbosa, Tatyana Mabel Nobre
Formato: Dissertação
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Educação
ENEM
Matemática
Leitura
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Endereço do item:https://repositorio.ufrn.br/handle/123456789/49256
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id ri-123456789-49256
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Educação
ENEM
Matemática
Leitura
CNPQ::CIENCIAS HUMANAS::EDUCACAO
spellingShingle Educação
ENEM
Matemática
Leitura
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Sodré, Leila Telma Lopes
Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)
description This work is part of two articulated fields of knowledge: language sciences and education sciences. It is a research developed toward the purpose to constituting a reflection about reading within the context of large-escale evaluation. Methodologically, the research was characterized by its documental and bibliographic nature and it has defined as its own object of study the underlying conceptions of reading in questions of Mathematics tests of the National High School Exam (ENEM). When it assuming itself a qualitative approach, the investigation adopted some procedures of data interpretation to answer the following guiding question: How do the reading conceptions base the questions in the ENEM Mathematics tests? In order to find possible answers to this questions, the research was dedicated to the methodical observation of corpus made up of statements contained within the items of the ENEM Mathematics tests (1998; 2009; 2014) and within the oficial regulatory texts of this large-scale assessment. As parameters of interpretation, it has adoppted the instruments proposed by Bardin (2016), whose contribution is inserted in the content analysis of statements. The theoretical assumptions adopted to support the discussions are based on postulates formulated by Mikhail Bakhtin (2003; 2006), who defends some notions relative to making signified by language, the subject’s effort to understand and to interpret the world as an architectural whole, in so far as verbal interaction, dialogism, subjectivity challenged by history, ideology, and the Other occurs. In this same line of approach, the research adheres to the theoretical contributions from brazilian studies, which ones reflect the bakhtinian fundamentals: Ângela Kleiman (1993), João Wanderley Geraldi (1995), Carlos Alberto Faraco (2010), Roxane Rojo (2011), Smolle and Diniz (2011), Amorim and Barbosa (2014), Araújo and Barbosa (2014) and finally Lima and Noronha (2016), these last four authors researchs focused on the interests of the field of reading in the teaching of Mathematics.
author2 Barbosa, Tatyana Mabel Nobre
author_facet Barbosa, Tatyana Mabel Nobre
Sodré, Leila Telma Lopes
format masterThesis
author Sodré, Leila Telma Lopes
author_sort Sodré, Leila Telma Lopes
title Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)
title_short Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)
title_full Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)
title_fullStr Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)
title_full_unstemmed Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)
title_sort leitura nas provas de matemática do exame nacional do ensino médio (enem)
publisher Universidade Federal do Rio Grande do Norte
publishDate 2022
url https://repositorio.ufrn.br/handle/123456789/49256
work_keys_str_mv AT sodreleilatelmalopes leituranasprovasdematematicadoexamenacionaldoensinomedioenem
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spelling ri-123456789-492562022-09-02T20:18:12Z Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM) Sodré, Leila Telma Lopes Barbosa, Tatyana Mabel Nobre http://lattes.cnpq.br/9775979165288946 http://lattes.cnpq.br/6982452047842223 Brito, Anderson Dantas da Silva Noronha, Claudianny Amorim https://orcid.org/0000-0002-4238-065X http://lattes.cnpq.br/3258090174478169 Borowsky, Halana Garcez Cavalcante, Ilane Ferreira Educação ENEM Matemática Leitura CNPQ::CIENCIAS HUMANAS::EDUCACAO This work is part of two articulated fields of knowledge: language sciences and education sciences. It is a research developed toward the purpose to constituting a reflection about reading within the context of large-escale evaluation. Methodologically, the research was characterized by its documental and bibliographic nature and it has defined as its own object of study the underlying conceptions of reading in questions of Mathematics tests of the National High School Exam (ENEM). When it assuming itself a qualitative approach, the investigation adopted some procedures of data interpretation to answer the following guiding question: How do the reading conceptions base the questions in the ENEM Mathematics tests? In order to find possible answers to this questions, the research was dedicated to the methodical observation of corpus made up of statements contained within the items of the ENEM Mathematics tests (1998; 2009; 2014) and within the oficial regulatory texts of this large-scale assessment. As parameters of interpretation, it has adoppted the instruments proposed by Bardin (2016), whose contribution is inserted in the content analysis of statements. The theoretical assumptions adopted to support the discussions are based on postulates formulated by Mikhail Bakhtin (2003; 2006), who defends some notions relative to making signified by language, the subject’s effort to understand and to interpret the world as an architectural whole, in so far as verbal interaction, dialogism, subjectivity challenged by history, ideology, and the Other occurs. In this same line of approach, the research adheres to the theoretical contributions from brazilian studies, which ones reflect the bakhtinian fundamentals: Ângela Kleiman (1993), João Wanderley Geraldi (1995), Carlos Alberto Faraco (2010), Roxane Rojo (2011), Smolle and Diniz (2011), Amorim and Barbosa (2014), Araújo and Barbosa (2014) and finally Lima and Noronha (2016), these last four authors researchs focused on the interests of the field of reading in the teaching of Mathematics. Este trabalho inscreve-se em dois campos articulados do saber: o das ciências da linguagem e o das ciências da educação. Trata-se de uma pesquisa desenvolvida com o propósito de constituir uma reflexão sobre a leitura no contexto das políticas de avaliação em larga escala. Metodologicamente, a pesquisa caracterizou-se por sua natureza documental e bibliográfica e definiu como seu objeto de estudo as concepções de leitura subjacentes nos enunciados das questões das provas de Matemática do Exame Nacional do Ensino Médio (ENEM). Ao assumir uma abordagem qualitativa, a investigação adotou procedimentos de interpretação de dados para responder à seguinte pergunta norteadora: Como as concepções de leitura fundamentam as questões das provas de Matemática do ENEM? Para encontrar possíveis respostas para essa indagação, a pesquisa dedicou-se à observação metódica do corpus constituído por enunciados constantes nos itens das provas de Matemática do ENEM (1998, 2009 e 2014) e em textos oficiais reguladores dessa avaliação em larga escala. Como parâmetros de interpretação, foram adotados os instrumentos propostos por Bardin (2016), cuja contribuição se insere na análise de conteúdo de enunciados. Os pressupostos teóricos adotados para fundamentar as discussões estão assentados em postulados formulados por Mikhail Bakhtin (2003; 2006), que defende noções relativas ao fazer significar pela linguagem, ao esforço do sujeito para compreender e interpretar o mundo como um todo arquitetônico, na medida em que se dá a interação verbal, o dialogismo, a subjetividade interpelada pela história, pela ideologia, pelo Outro. Nessa linha de abordagem, a pesquisa adere às contribuições teóricas de estudiosos brasileiros que repercutem os fundamentos bakhtinianos: Ângela Kleiman (1993), João Wanderley Geraldi (1995), Carlos Alberto Faraco (2010), Roxane Rojo (2011), Smole e Diniz (2011), Amorim e Barbosa (2014), Araújo e Barbosa (2014) e Lima e Noronha (2016), estas quatro últimas autoras voltadas aos interesses do campo de estudos da leitura no ensino da Matemática. 2022-09-02T20:17:33Z 2022-09-02T20:17:33Z 2020-11-27 masterThesis SODRÉ, Leila Telma Lopes. Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM). 2020. 239f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2020. https://repositorio.ufrn.br/handle/123456789/49256 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO

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