Transformando questões de proporcionalidade do ENEM em atividades de investigação: um experimento com alunos do 3º ano do ensino médio.

Abstract

This paper intends to introduce the elaboration and execution of one standard pedagogical tool, an Educational Product, which concerns about questions from ENEM, it has the proportionality in mathematics teaching as the answer base, for this reason these questions were used at Researching Activities. This study experience can be used not only in High School groups, but also in ending grades of elementary schools, because proportionality in Mathematics is common to start at this final educational process. The subject and the approach of this innovative teaching that were selected they goal to contribute and improve the student’s comprehension about ENEM’s question. And these questions were focused on proportionality, because the literature demonstrates the misunderstanding that happens among the students. The study is qualitative in nature, the data were produced through a teaching experiment to implement the Educational Product in a 3rd year morning class of regular high school at Colégio Estadual Luiz Eduardo Magalhães, in the city of Camaçari-Ba. Along the implementation of this Educational Tool was verified an initial weirdness because it was an investigative task, but progressively the students accepted this request, and it was perceptible because the students showed their contribution and they committed themselves to complete the tasks. In this way, a collaborative learning environment was formed with all actors that were participating of this pedagogical tool (students/students and students/teacher), whereupon the teacher acted as a mediator and the students as protagonist inside this educational process.