Uma breve análise das provas do Enem aplicadas para estudantes com deficiência visual

Abstract

In the National High School Exam (ENEM), candidates with visual impairments have the right to request assistance to complete the test, such as the help of a reader or the use of the test in Braille. In addition, the questions are accompanied by descriptions if they contain images, graphs, charts, tables or equations. However, it is worth questioning whether these assistance resources are effective for the good performance of participants with disabilities. This study investigated how high school students and teachers, participants with and without disabilities, experience the inclusive application of the ENEM focused on questions with descriptions of images, with and without a reader. Methodologically, we used bibliographical research and action research as procedures to identify the impressions and understandings that the participants had about these different forms of administering mathematics tests. The main results showed that the investigations are particularly extensive and end up becoming tiring for the candidate, which can compromise their performance and concentration. Therefore, the research reinforces the need for a careful review of the guarantees, ensuring that they are clear, objective and appropriate to the needs of the candidates