Acessibilidade nas provas do ENEM: inclusão de alunos com deficiência auditiva na prova de química

Abstract

The growing emphasis on inclusive education poses the challenge of ensuring that large-scale assessments are truly accessible to all students. In this context, this research aims to analyze the extent to which the Chemistry exams of the National High School Exam (ENEM) meet the accessibility needs of students with hearing impairments, focusing on the language of the questions and the structure of the items. The choice of this topic arises from concern about the linguistic and communicative barriers faced by deaf students when confronted with scientific content characterized by high technicality and abstraction, such as Chemistry. The study adopts a qualitative, documentary approach, analyzing 63 Chemistry questions applied in the ENEM between 2021 and 2024. Thus, the analysis reveals that, although there have been significant advances in ensuring the educational rights of deaf individuals, limitations remain that hinder the effective construction of truly bilingual and inclusive exams. Even with the progress already made, it is still necessary to overcome challenges so that deaf students can fully express their knowledge of Chemistry, without linguistic, terminological, or translation barriers compromising their performance.