From Enem questions to mathematical modeling classes: moving towards a critical mathematics education

Abstract

This paper aims to investigate how questions from the Exame Nacional do Ensino Médio (Enem) of the area of “Mathematics and its Technologies” can be implemented in the classroom considering a critical mathematics education perspective supported by mathematical modeling. For this, all forty-five questions from the 2021 edition – regular application were analyzed, with the support of content analysis, in order to identify the themes addressed and the objectives for the mathematical activity the resolution demanded. Three categories were constructed, which are associated with learning environments systematized by Ole Skovsmose. Each category was interpreted in the light of theoretical discussions and experiences of mathematical modelling presented in the literature, observing aspects that can raise debates aligned with the critical mathematics education. In all scenarios – in some more than others – potentialities for the forwarding of mathematical modelling activities have been observed, provided teachers and students take different positions in doing mathematics. However, not all topics proved fruitful in promoting discussions aligned with critical mathematics education, which demands that the teacher encourages such discussions and complements or guides students to do so in the search of more information.