Exame Nacional Research Articles

Access policies to higher education: from merit to expansion and democratization

This article provides a contextualized analysis of the different forms of access to higher education in Brazil, considering its historical evolution. It employs a historical-dialectical approach as the analytical framework, understanding that the analysis of a social phenomenon should take into account the context in which it originated, exploring its mediations and contradictions. The article starts from the assumption that access to higher education has generally been elitist and exclusionary, considering the demand for this level of education and the availability of slots, thereby highlighting the issue of merit. This situation undergoes changes with the implementation of access democratization policies in the country since the 1990s, which utilize the Unified Selection System (SiSU) through the National High School Exam (Exame Nacional do Ensino Médio – ENEM). The article concludes that although these measures have expanded access for populations from less privileged classes to higher education, they have also generated other factors that compromise access democratization and increase dropout rates.

Understanding a Profile of the Participants of the Exame Nacional do Ensino Médio (ENEM), Brazil, in the Year 2019, Through Data Analysis

Understanding a Profile of the Participants of the Exame Nacional do Ensino Médio (ENEM), Brazil, in the Year 2019, Through Data Analysis

ENTRE EIXOS: FILOSOFIA NO ENEM A PARTIR DAS ORIENTAÇÕES COMPLEMENTARES AOS PARÂMETROS CURRICULARES NACIONAIS (PCN+)

ABSTRACT: This article examines how the themes proposed for philosophy at the high school level by the Complementary Guidelines to the Brazilian National Curricular Parameters (Orientações Complementares aos Parâmetros Curriculares Nacionais - PCN+) were materialized in philosophy questions in Brazilian National High School Exam (Exame Nacional do Ensino Médio - Enem). In order to do so, 73 Humanities questions in the Enem tests betweeen 1998 and 2018 were identified as containing primarily philosophical topics. Then, each of these questions were classified in terms of the components of the PCN+ Parametres which it mobilized. By means of an analysis of the quantititative and qualitative coverage of the philosophy component of the exam through the years, this article illustrates some challenges and possibilities that the tests present to the implementation of curriculum normatives. This discussion is particularly important at this moment, when a new Enem is under construction, to adjust to the New High School Curriculum and the new National Common Core (BNCC), especially considering the emphasis that these documents place on concepts such as integration, interdisciplinarity, and autonomy as means to overcome fragmentation, be it between forms of knowledge, between people, between theory and practice. To conclude, I present a few indications about how these reflections contribute to flag points of attention relative to the continuing presence of philosophy in the exam considering its imminent reformulation.

ENSINO PARA A SUSTENTABILIDADE NA EDUCAÇÃO SUPERIOR BRASILEIRA NA PERSPECTIVA DOS OBJETIVOS DE DESENVOLVIMENTO SUSTENTÁVEL

ABSTRACT The study verified how teaching for sustainability has been applied in the learning of Brazilian higher education students. From the perspective of the Second Best Theory, the presence of themes related to the United Nations Sustainable Development Goals in Exame Nacional de Desempenho dos Estudantes was analyzed. It presents a qualitative and quantitative approach using content analysis techniques. The documentary research method helped in the collection of ordinances and guidelines of the Ministry of Education, as well as the tests applied in the period from 2004 to 2018. It is concluded that there was already a concern with the topic in the Exame Nacional de Desempenho dos Estudantes tests and that students should have an ethical profile committed to social, cultural, and environmental issues. Although it is difficult to measure the consolidation of student thinking and skills acquired in the years of study, the research contributed to reinforce that the actions of educational institutions are relevant in expanding the commitment to the Sustainable Development Goals.

Effects of Perceived Discrimination on the School Satisfaction of Brazilian High School Graduates

This paper analyzes the consequences of peer victimization for the satisfaction with schooling (“happiness”) of college-bound high school graduates in Brazil. Several types of victimization are explored including discrimination due to race/ethnicity, socioeconomic status, gender, sexual orientation, religious affiliation, and disability. We compare the satisfaction with their schooling of students planning to head to college straight from high school and older students applying for college later in life (“nontraditional students”). We conclude that students who perceived that they had been discriminated against were more dissatisfied with their school experience than those who did not, ceteris paribus, and we relate level of dissatisfaction to type of discrimination. The older student evidence reveals that this dissatisfaction wanes with time and age, however. Our conclusions are based upon ordered logistic analyses of data for 2.4 million current high school seniors and 78.7 thousand older students drawn from the Exame Nacional do Ensino Médio questionnaire (ENEM).

Data science supporting a question classifier model

Deep Learning has been successful in developing e-learning applications, including engineering question classifiers. However, we are not aware of any classification model to date that recognizes the level of difficulty of questions in the Portuguese language. To overcome this challenge, this paper proposes a data-driven classifier model. A corpus was built with exam questions from the “Exame Nacional do Ensino Médio” in Brazil, whose hit level was validated by millions of students and a difficulty label was assigned to them. Then, a pipeline was designed, in which a Convolutional Neural Network (CNN) received the matrix of the question vectors and predicted the probability of the classes of difficulty, in the output layer. Besides, its performance was measured. As a result, a data-driven classifier was obtained that identifies the difficulty of questions.

DATA ANALYSIS TO IDENTIFY THE IMPACT OF THE COVID-19 PANDEMIC ON ENEM IN 3 STATES OF NORTHEAST BRAZIL

In Brazil, the main exam for evaluating the educationalperformance of basic education is the Exame Nacional doEnsino M´edio (ENEM), which is also used for the admissionof students to higher education. In 2020, with the arrival ofthe COVID-19 virus, basic education institutions needed tochange their educational model with face-to-face teaching tothe use of remote teaching methodologies. This work aims toidentify the main impacts caused by the pandemic on ENEMin the states of Cear´a, Maranh˜ao and Piau´ı. Therefore, ananalysis of ENEM data was carried out in 5 different years,using the 2017, 2018, 2019, 2020 and 2021 editions of theexam, in order to understand the pre-pandemic years andthe first two years of the pandemic. The analysis aimed atmaking a comparison of the years and discover the impactscaused in the editions that occurred during the pandemicperiod. The results show that students with higher incomesperform better, private schools have a higher average performancethan other types of schools, and the number ofpresent and absent in the exam was lower in the years duringthe pandemic. DOI: 10.36558/rsc.v12i3.7919

Fatores associados ao desempenho acadêmico de estudantes de Nutrição de uma universidade pública do sul do Brasil

ABSTRACT Objective To assess the association of socioeconomic factors, characteristics of the academic trajectory, and curriculum of students of a Nutrition course in the academic performance in the Exame Nacional de Desempenho dos Estudantes. Methods A study of cross-sectional panels with secondary data (Exame Nacional de Desempenho dos Estudantes 2004, 2007, 2010, 2013, 2016, and 2019) of 174 graduating students was carried out. Academic performance was classified into two groups, one with a score below the median and another above the median. The differences in median scores according to the variables were tested using the Mann-Whitney, Kruskal-Wallis, or non-parametric trend analysis. Logistic regression analysis was used to assess the association of the score variable with the other variables. The analyses were carried out using the Stata version 13.0 program, using a value of p<0.05 for the statistical decision. Results It was observed that the profile of graduating students was composed mainly of female individuals (92.5%), self-declared white (90.8%), and mostly coming from private schools (65.8%). Those who had some type of income obtained a higher score in Exame Nacional de Desempenho dos Estudantes compared to those who did not have an income (61.8 vs. 57.4, respectively, p=0.010), and the curricular change seems to be the main variable in the chances of obtaining a score above the median of the course (OR: 1.92, p=0.046). Conclusion Financial status and curriculum change were associated with the academic performance of the assessed students. These results can be used as a reference for investigations in other institutions, public or private, of different courses and, thus, assist in planning more effective educational policies.

OS TRECHOS DESCONEXOS EM REDAÇÕES DO ENEM

This work discusses the possible functions of disconnected excerpts in essays of the Exame Nacional do Ensino Médio (ENEM) [National High School Exam]. To ground our reflections, we resume the concepts of genre (BAKHTIN, 2006, 2011), genre format subversion (MARCUSCHI, 2008), and incoherence (KOCH; TRAVAGLIA, 2008). In the analysis, we compare the effects that the use of disconnected excerpts caused in three ENEM essays to the effects in two other genres, a petition and a blog post. We raise three possible functions for the insertion of these excerpts: that this may be an argumentative strategy; that the author reacts to the probable readers’ attention loss; and that the author tests the dialogical character of the essay. We conclude that the use of these excerpts in ENEM does not necessarily make texts incoherent, but the condition of textual production demands a greater stability of the genre’s format.

Does the gap between the test days help? Evidence from college entrance exam in Brazil

College entrance exams are generally administered on the same day or back-to-back days. We ask whether introducing more days to study between subjects improves test scores. Brazil’s college entrance exam, ENEM (Exame Nacional do Ensino Medio), was administered on back-to-back days before 2017, and starting 2017 a six-day gap was introduced between test days. Using administrative ENEM data from 2012-2019, post-2017 the test scores improved by about 5 points per subject (mean score of 515 points ranging from 0 to 1,000 points), with small improvements for males (2 points), whites (6 points), racial minorities (4 points), and those in the middle-income tercile (7 points) relative to those in the other terciles (4 points). The findings point to small performance gains in test scores for additional days available between tests.

A Educação Física no novo Enem: um estudo analítico de conteúdo

Desde 2009, a Educação Física (EF) está presente no Exame Nacional do Ensino Médio (Enem), inaugurando sua participação em exames de larga escala na educação básica. Este estudo se dedica às questões dessa disciplina no Enem, desde sua inserção até 2019, e tem como objetivo analisar seu conteúdo ante a intencionalidade do exame e oconhecimento dessa disciplina. Os resultados apontam, nas 43 questões identificadas, uma inadequação dos conteúdos da EF, por desconsiderarem as habilidades e os objetos de conhecimento específicos indicados pela matriz do exame, além dos próprios conflitos no campo do currículo refletidos nas provas. Ao final, questionamos a fidedignidade do exame como instrumento avaliativo, assim como seu papel de incitar mudanças no campo do currículo.

Analysis of ENEM’s attendants between 2012 and 2017 using a clustering approach

Data analysis is increasingly being used as an unbiased and accurate way to evaluate many aspects of society and their evolution over the years. This article presents an analysis of student’s characteristics, between 2012 and 2017, in the most important exam for entry into higher education in Brazil, the Exame Nacional do Ensino Médio (ENEM). The intention is to gain insights of Brazilian regions, ENEM’s areas of knowledge, type of school and accessibility, using a clustering method (K-means). An extensive and careful cleaning of the database was made in order to homogenize it and avoid types of statistical bias. The results of this work are presented objectively in the article, so it may be useful and used as a numerical base in works of socio-educational disciplines or studies that are interested in better understanding the evolution of ENEM in recent years. Finally, some discussions and restrictions on grouping results were presented in a timely manner.

Percepción discente y prácticas de enseñanza en una institución brasileña de educación superior

Este estudio tiene como objetivo evaluar las percepciones discentes acerca de las prácticas académicas y los atributos pedagógicos de enseñanza que más aportan para el proceso de preparación académica para la participación en un evaluative learning event. El estudio exploratorio se implementó en una institución ubicada en el municipio de Nova Iguaçu, Río de Janeiro, siendo entrevistados los egresados que participaron del “Exame Nacional de Desempenho de Estudantes” (ENADE). Los cuestionarios fueron elaborados teniendo como base el modelo Kano, en que los respondedores tenían cinco alternativas para cada atributo. El estudio posibilitó entender la percepción de los alumnos acerca de cómo ciertas prácticas de enseñanza y evaluación pudieron crear motivación a ellos en querer aprender.

Usability Analysis of Kahoot in Mathematics Education

In this paper, we analyze the level of usability of Kahoot in the classroom context. For this, we select/adapt questions in the area of Mathematics, and its Technologies present in the “Exame Nacional do Ensino Médio” and, we apply these questions in a traditional way (paper-and-pencil) and in a gamified way through Kahoot. We elaborated/applied a survey to the participants to verify the level of usability of the instruments. As a result, the Kahoot tool demonstrated time savings, Ease of use, and promoted greater Satisfaction when comparing the application on paper-and-pencil. The participants considered the use of Kahoot to be more comfortable, exciting, satisfying, and encouraging learning better than the paper-and-pencil method.

Weather and high-stakes exam performance: Evidence from student-level administrative data in Brazil

Recent evidence suggests that weather exposure influences exam performance. Using an administrative dataset of Brazil’s college entrance exam (Exame Nacional do Ensino Médio, known as ENEM) from 2012 to 2016, we find that temperature has a negligible impact on test performance, with a 1 °C increase in dry bulb temperature improving the z-score by three-thousandths of a standard deviation. Humidity and rainfall also have limited effects on test performance. These findings are robust to various alternative specifications. In addition, there are no meaningful heterogeneities by test subjects, gender, student score quartiles, or race. Our findings suggest that the weather effect on high-stakes test performance is neither substantive nor conclusive.

Allocating participants: a mathematical model for selection process

Selections, exams, and tests for knowledge assessment frequently require the participant be present on a facility to take a presential test. In 2017, 6.7 Million participants took the biggest Brazilian exam: Exame Nacional do Ensino Médio (ENEM). Logistics is a fundamental key to the execution of these events, responsible to select the locations, allocate each participant in one of a list of possible preselect facilities, and hire temporary staff to apply the tests. Deciding the locations that will be used is a crucial step that determines the two major logistical costs (staff and rent), and a bad decision will directly impact the global costs of the event. Hence, the goal of this work is to elaborate mathematical models using Lingo 17.0 to assist the decision makers to decide which locations to use, including the designation where the participant will take the test, first to minimalize the costs and then maximize the participant service level. The resulting models include multiple complex and specific constraints solved extremely fast and focused on not only providing the best solution, but also automating a manual and time-consuming process. In addition, a trade-off curve between cost and participant service level assists the decision maker to select the best option for different scenarios.

Enem em Libras como Corpus Linguístico: Metodologia para Produção de Glossários em Libras

A implementação das políticas linguísticas e de acessibilidade tem contribuído para a ampliação dos espaços de atuação da comunidade surda. Exemplo disso é o Exame Nacional do Ensino Médio (Enem), que desde 2017 tornou-se acessível para estudantes surdos apresentando a prova traduzida para a Língua Brasileira de Sinais (Libras). Dessa forma, a videoprova pode ser considerada como um documento de registro da língua em questão para as diversas áreas do conhecimento a qual o exame se destina. Assim, este artigo propõe a prova do Enem em Libras como corpora linguísticos para estudos léxico-terminográficos, bem como delimita os passos metodológicos para a construção de um Glossário em Libras digital, tendo como exemplo a área de ciências biológicas. O presente trabalho fundamenta-se na teoria comunicativa da terminologia proposta por Cabré (1999) focada nos princípios da poliedricidade do termo, do caráter comunicativo da terminologia e na variação. Esta proposta é importante por viabilizar que o pesquisador compile seu próprio banco de dados e material de pesquisa, além disso, contribui para o aprimoramento do fazer terminográfico e para a ampliação dos registros de terminologias nas diversas áreas do conhecimento.

Fatores críticos de sucesso que melhoram a gestão escolar

Destaques: As instituições de ensino precisam cada vez mais lidar com a responsabilidade de transmitir conhecimento ao promover o desenvolvimento do estudante e qualificá-lo para o mercado de trabalho. Para se manterem competitivas neste mercado necessitam satisfazer as necessidades dos seus clientes (pais e alunos). Portanto, os gestores educacionais devem utilizar estratégias para melhorar e desenvolver o ambiente organizacional da escola.Objetivo: Analisar, por meio da identificação, descrição e avaliação, os Fatores Críticos de Sucesso (FSC) que influenciam a melhoria da gestão escolar. Estes fatores envolvem aspectos como: treinamento, projeto político pedagógico, ferramentas de ensino e qualidade percebida. Além disso, contribuir com dados que corroborem com o desenvolvimento da gestão escolar.Metodologia: O referencial teórico utilizado para tratar os FCS de Rockart (1979) é o komolgorov-Smirnov (1979). Como o método Kolmogorov-Smirnov tem aplicação simplificada, a Lógica Paraconsistente será também empregada, pois permite o tratamento com naturalidade de divergências, inconsistências e contradições, além de permitir a obtenção de resultados mais precisos e próximos da realidade (Casarin, 2007).Resultados: Foi constatado que o uso e a priorização dos FCS podem influenciar positivamente o desempenho do gestor escolar. É importante esclarecer que as escolas não deixam de ser empresas que prestam serviços e como tal devem considerar o emprego de estratégias que melhorem sua competitividade, produtividade, rentabilidade e excelência. Conclui-se que a gestão escolar pôde melhorar seu desempenho utilizando a priorização dos FCS na seguinte ordem crescente de importância: ferramentas de ensino, treinamento, projeto político pedagógico e qualidade percebida.Limitações: Este trabalho se restringe às dez melhores escolas da cidade de Niterói, de acordo com conceito no Exame Nacional do Ensino Médio (ENEM). Essa delimitação faz com que os resultados obtidos estejam sujeitos a padrões, como comportamento e exigências do mercado.Implicações práticas: Espera-se, além de agregar valor à literatura vigente, estimular os estudos em torno do tema proposto, visando cada vez mais auxiliar os gestores escolares na eficácia das ações.Valor e originalidade: Foram encontrados poucos estudos na literatura propondo a utilização dos FCS para tratar a melhoria de gestão em instituições de ensino. Sendo assim, este trabalho pretende descrever propostas inovadoras para este segmento; dar ao gestor educacional um papel de destaque ao identificar e priorizar os FCS; e, finalmente, contribuir com outros trabalhos que avaliam o impacto da capacitação de educadores no avanço da gestão escolar e na qualidade do atendimento aos estudantes.

Formação do psicólogo na Bahia: uma análise a partir do ENADE 2015

No âmbito do Sistema Nacional de Avaliação da Educação Superior (SINAES), o Exame Nacional de Desempenho de Estudantes (ENADE) é uma das principais ferramentas de avaliação do ensino superior. O objetivo deste artigo é justamente analisar o desempenho dos estudantes de Psicologia no exame realizado em 2015, apresentando um recorte geográfico circunscrito ao estado da Bahia. Foi realizado um estudo quantitativo, com base nos dados do ENADE 2015 disponibilizados no Portal do INEP. Os cursos foram identificados pelo nome da instituição e município. Foram consideradas na análise as variáveis: organização acadêmica, categoria administrativa, indicadores do desempenho dos estudantes. Os resultados apontam para um processo de interiorização da formação do psicólogo, capitaneada pela rede particular de ensino. De modo geral, verificou-se também que não houve um desempenho significativamente distinto dos cursos no interior em relação aos cursos da capital, todos eles com desempenho mediano ou fraco, compatível com a média nacional. Universidades públicas apresentaram desempenho significativamente superior em relação a faculdades e centros universitários privados. Embora não tenha sido possível estabelecer se as diferenças significativas no desempenho se deveram à organização acadêmica ou à categoria administrativa, a predominância do setor privado, majoritariamente estruturado em faculdades e centros, indica um cenário de precarização do ensino no estado. É, portanto, preocupante o cenário de formação em Psicologia na Bahia, com um perverso processo de interiorização marcado pela presença do mercado, sem a devida garantia da qualidade do ensino, e cujo impacto na atuação profissional merece ser avaliado.

COMPREENSÃO ESCRITA EM LÍNGUA INGLESA: USO DE ESTRATÉGIAS DA PEDAGOGIA DE GÊNEROS

The teaching of English in Brazilian basic education involves various aspects of learning additional languages, of which we highlight the educational one. It means that the education of citizens who are open to intercultural dialogue (BRASIL, 2006, p. 96) shall be encouraged so that students have access to the cultural goods produced and consumed in the target language. In order to do that, approaches that take into consideration the wide range of sociocultural aspects underlying the learning of additional languages are needed. In this sense, based on the theoretical framework developed in the Systemic Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014), specifically in the Reading to Learn Program (ROSE; MARTIN, 2012), we analyze a set of questions from the 2017 edition of the Exame Nacional do Ensino Medio (ENEM), a Brazilian assessment exam. From this analysis, we propose reading comprehension pedagogic procedures. These results are partial since they are part of a doctoral thesis project, which is in its initial stage.