ANÁLISE DAS QUESTÕES DO ENEM DE 1998 E 2022: POSSÍVEIS INFLUÊNCIAS CONTEUDISTAS OU INTERPRETATIVISTAS NO ENSINO

Abstract

The teaching process involves complex steps that tend to lose their effectiveness in the face of contradictions, especially with regard to the traditional or constructivist modality. With this in mind, in this work, an approach to the historical context of the development of the evaluation process in Brazil was carried out, covering the period of the Jesuits, education in the empire after the expulsion of the Jesuits, professional education during the military dictatorship and the post-dictatorship period. with the creation of the National High School Exam. With this, the exam evaluation is distinguished, in order to establish which modality the ENEM most resembles, as well as describe the categories of the cognitive domain of Bloom's Taxonomy to organize the objectives of each question. Therefore, an analysis of the questions in the areas of natural sciences and mathematics from the 1998 and 2022 ENEM tests was carried out, in order to verify the changes that occurred in this period of time, with emphasis on the amount of content per question and the disciplines to which the contents present in the questions belong. To determine the level of abstraction required in the tests, the questions were classified into their respective categories in the cognitive domain of Bloom's taxonomy. With this, it was observed that both tests have an examining nature after identifying questions in which there was a distance between the statement and the command, a focus on memorizing formulas, reduced time for reasoning, forced contextualizations and an excessive amount of information in which the students must master it to be successful.