Geometria no Enem: uma análise das questões com base na teoria dos níveis de pensamento geométrico de Van Hiele (2016-2025)

Abstract

This research analyzes the Geometry questions from the Brazilian National High School Exam (ENEM) from 2016 to 2025, based on Van Hiele's theory of geometric reasoning levels. The study aimed to identify the predominant levels of geometric reasoning in the exam questions, as well as to analyze the most recurrent fields of Geometry and the contexts present in the assessment items. Methodologically, the research is characterized as quantitative and qualitative, of an exploratory and descriptive nature, developed through bibliographic review and document analysis. The Geometry questions were collected from official ENEM exams and organized using IBM SPSS Statistics software, allowing for descriptive statistical analyses and cross-referencing of variables. The results showed a predominance of Plane Geometry and the levels of Analysis and Informal Deduction from Van Hiele's theory, indicating that the ENEM prioritizes competencies related to interpretation, the establishment of geometric relationships, and the resolution of contextualized problems. It was also observed that questions predominantly consisted of questions embedded in real-world contexts, aligned with the skills and abilities outlined in the National Common Curriculum Base and the curricular transformations promoted by the High School Reform. It is concluded that the ENEM (National High School Exam) prioritizes a functional and applied approach to Geometry, valuing the development of geometric thinking in practical and contextualized situations.