Reflexos do ENEM: uma análise crítica dos conteúdos de matemática (2020-2025)

Abstract

The National Secondary Education Examination (ENEM) has established itself as the main instrument for evaluating basic education and access to higher education in Brazil, exerting a direct influence on curricula and pedagogical practices. Among the areas assessed, Mathematics plays a prominent role, corresponding to 25% of the objective test and requiring students to have skills related to logical reasoning, the interpretation of information and the resolution of contextualized problems. In this context, the main objective of this work is to analyze the most recurring Mathematics content in the ENEM tests from 2020 to 2025, as well as to compare the level of difficulty of the questions over these years. The research is characterized as qualitative and of a documentary nature, based on the analysis of ENEM tests and official documents from the National Institute of Educational Studies and Research AnísioTeixeira (INEP). The analysis criteria involved the cognitive complexity of the questions, the content covered, the context of application, the clarity of the statements and the number of steps necessary for resolution. The results indicate a predominance of Geometry, Applied Arithmetic, Statistics and graph interpretation content, in addition to variations in the degree of difficulty associated with specific educational contexts, such as the period of the COVID-19 pandemic. It is expected that this study will contribute to pedagogical planning, helping teachers and students in organizing studies and developing teaching-learning strategies that are more aligned with ENEM requirements