Entre o conteúdo e o contexto: a distribuição das tarefas de geometria nos livros didáticos do Novo Ensino Médio

Abstract

This article analyzes the distribution of context references in Geometry tasks found in Mathematics Textbooks (MT) approved by the National Textbook and Teaching Material Program (PNLD) 2021, within the scope of the New High School (NEM), focusing on the explored content and the relationship between content and context. This qualitative research is based on the Teorema System and a theoretical framework that includes different classifications of context references, emphasizing the following types: Purely Mathematical, Reality, Semi-Reality (reasonable and unreasonable), and Artificial. A total of 21 textbooks were analyzed, comprising 6868 Geometry tasks, which were categorized according to the geometric content addressed and the type of context reference present. The results indicate a predominance of tasks with Purely Mathematical context references across all geometric content clusters, with exceptions in the clusters Plane Figures Area and Round Bodies, which showed a more balanced distribution among the different types of context. Furthermore, it was observed that the clusters Geometric Transformations and Spatial Geometry of Position contain the highest number of tasks framed in contexts of Reality. On the other hand, concerns arise regarding tasks classified as Unreasonable Semi-Reality, which lack plausibility and may weaken the connection between Mathematics and real-life situations. The study highlights the need for greater balance in the selection of task contexts so that textbooks address not only conceptual and procedural aspects of Geometry but also promote creativity, critical thinking, and the applicability of Mathematics in real-world scenarios. These findings can support authors, evaluators, and teachers in the construction and selection of tasks that include a wider diversity of context types, enabling students to experience various contextual possibilities throughout their learning process.