<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812022000300589</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.103i265.5242</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[De questões do Enem a aulas com modelagem matemática: o caminhar para uma educação matemática crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[From Enem questions to mathematical modeling classes: moving towards a critical mathematics education]]></article-title>
<article-title xml:lang="es"><![CDATA[Desde preguntas del Enem hasta clases de modelación matemática: el viaje hacia la educación matemática crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tortola]]></surname>
<given-names><![CDATA[Emerson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Karina Alessandra Pessoa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná (UTFPR)  ]]></institution>
<addr-line><![CDATA[Toledo Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná (UTFPR)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>103</volume>
<numero>265</numero>
<fpage>589</fpage>
<lpage>614</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812022000300589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812022000300589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812022000300589&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo objetiva investigar como questões do Exame Nacional do Ensino Médio (Enem) constituintes da área de conhecimento &#8220;Matemática e suas Tecnologias&#8221; podem ser implementadas em sala de aula considerando uma perspectiva de educação matemática crítica subsidiada pela modelagem matemática. Para isso, foram examinadas, com o apoio da análise de conteúdo, as 45 questões que compuseram a edição 2021 - aplicação regular, a fim de identificar as temáticas abordadas e os objetivos para a atividade matemática requerida na resolução. Três categorias foram construídas, as quais estão associadas a ambientes de aprendizagem sistematizados por Ole Skovsmose. Cada categoria foi interpretada à luz de discussões teóricas e experiências de modelagem matemática presentes na literatura, observando aspectos que podem suscitar debates alinhados à educação matemática crítica. Observamos potencialidades em todos os cenários, em alguns mais que em outros, para o encaminhamento de atividades de modelagem matemática, desde que professor e alunos assumam diferentes posicionamentos no fazer matemática. Porém, nem todos os temas mostraram-se profícuos para promover discussões alinhadas à educação matemática crítica, sendo necessário que o professor fomente tais discussões e complemente ou oriente o aluno a fazê-lo em busca de mais informações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper aims to investigate how questions from the Exame Nacional do Ensino Médio (Enem) of the area of &#8220;Mathematics and its Technologies&#8221; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como objetivo investigar cómo las preguntas del Exame Nacional de Ensino Médio (Enem), que constituyen el área de conocimiento &#8220;Matemáticas y sus Tecnologías&#8221;, pueden ser implementadas en clase desde una perspectiva de educación matemática crítica sustentada en la modelación matemática. Para ello, se analizaron, con el apoyo del análisis de contenido, las cuarenta y cinco preguntas que componen la edición 2021 - aplicación regular, con el fin de identificar los temas abordados y los objetivos de la actividad matemática requeridos en la resolución. Se construyeron tres categorías, las cuales están asociadas a ambientes de aprendizaje sistematizados por Ole Skovsmose. Cada categoría fue interpretada a la luz de discusiones teóricas y experiencias de modelación matemática presentes en la literatura, observando aspectos que pueden suscitar debates en línea con la educación matemática crítica. Observamos potencialidades en todos los escenarios - algunos más que otros - para el desarrollo de las actividades de modelación matemática, desde que el profesor y los estudiantes tomen diferentes posiciones en la práctica de las matemáticas. Sin embargo, no todos los temas demostraron ser fructíferos para promover discusiones alineadas con la educación matemática crítica, siendo necesario que el docente fomente este tipo de discusiones y complemente o oriente al alumno para que lo haga en busca de más información.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[atividades de modelagem]]></kwd>
<kwd lng="pt"><![CDATA[cenários para investigação]]></kwd>
<kwd lng="pt"><![CDATA[Enem.]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[modeling activities]]></kwd>
<kwd lng="en"><![CDATA[landscapes of investigation]]></kwd>
<kwd lng="en"><![CDATA[Enem.]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[modelización matemática]]></kwd>
<kwd lng="es"><![CDATA[escenarios de investigación]]></kwd>
<kwd lng="es"><![CDATA[Enem.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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