Análise de questões de espanhol no Enem de 2021 a 2023 com foco na caracterização das habilidades mobilizadas e seus possíveis efeitos em contextos de ensino
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Universidade Federal de São Carlos
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Esta investigación tiene como objetivo analizar las preguntas de lengua española del Examen Nacional de la Enseñanza Media (Enem) durante el período comprendido entre 2021 y 2023, con foco en la caracterización de las habilidades lectoras movilizadas y en sus posibles efectos en los contextos de enseñanza de la Educación Básica. Fundamentada en estudios sobre evaluación educativa y enseñanza de lenguas extranjeras, especialmente en las contribuciones de Scaramucci (2012), Segat (2019), França (2023) y Kanashiro (2012), la investigación parte de la comprensión de la evaluación como una práctica social y pedagógica que supera la mera medición de resultados. El corpus de la investigación está compuesto por las preguntas de español de las ediciones del Enem de 2021, 2022 y 2023, analizadas a la luz de la Matriz de Referencia del examen, con énfasis en las habilidades H5, H6, H7 y H8. La metodología adoptada es de carácter cualitativo y se basa en el análisis documental e interpretativo de las preguntas seleccionadas. Los resultados de los análisis realizados indican que, aunque el examen presenta avances en la valorización de prácticas de lectura inferencial y crítica a lo largo de sus ediciones, especialmente en ítems que movilizan aspectos socioculturales, las preguntas de lengua española presentes en las pruebas de 2021, 2022 y 2023 aún se centran en la identificación o localización puntual de información y en el reconocimiento léxico. Esta configuración evidencia una tensión entre diferentes concepciones de lectura en el interior del examen, revelando que el proceso de transformación de las prácticas evaluativas ocurre de manera gradual. Los análisis también señalan posibles efectos retroactivos en la enseñanza de la lengua española, ya que el Enem tiende a influir en las prácticas pedagógicas y en las decisiones curriculares. Se concluye que, aunque el examen ha ampliado las formas de abordar la lectura en lengua española al considerar aspectos socioculturales e interpretativos, las preguntas analizadas en esta investigación aún mantienen elementos de enfoques más tradicionales, lo que refuerza la necesidad de revisiones y actualizaciones constantes tanto de las preguntas elaboradas como de la propia Matriz de Referencia, vigente desde 2009.
This study aims to analyze Spanish-language questions from the Brazilian National High School Examination (Enem) between 2021 and 2023, focusing on the characterization of the reading skills they mobilize and their possible effects on Basic Education teaching contexts. Grounded in studies on educational assessment and foreign language teaching, particularly the contributions of Scaramucci (2012), Segat (2019), França (2023), and Kanashiro (2012), the research is based on the understanding of assessment as a social and pedagogical practice that goes beyond the mere measurement of results. The corpus consists of Spanish-language questions from the 2021, 2022, and 2023 editions of Enem, analyzed based on the examination’s Reference Matrix, with emphasis on skills H5, H6, H7, and H8. The methodology adopted is qualitative in nature and is based on documentary and interpretative analysis of the selected questions. The results indicate that, although the examination has shown progress in valuing inferential and critical reading practices throughout its editions, especially in items that mobilize sociocultural aspects, the Spanish-language questions included in the 2021, 2022, and 2023 examinations are still largely centered on the identification or location of specific information and on lexical recognition. This configuration highlights a tension between different conceptions of reading within the examination, revealing that the process of transforming assessment practices occurs gradually. The analyses also point to possible washback effects on Spanish-language teaching, since Enem tends to influence pedagogical practices and curricular choices. It is concluded that, although the examination has broadened the ways of approaching reading in Spanish by taking sociocultural and interpretative aspects into account, the questions analyzed in this study still retain elements of more traditional approaches. This finding reinforces the need for continuous revisions and updates of both the examination questions and the Reference Matrix, which has remained in effect since 2009.
This study aims to analyze Spanish-language questions from the Brazilian National High School Examination (Enem) between 2021 and 2023, focusing on the characterization of the reading skills they mobilize and their possible effects on Basic Education teaching contexts. Grounded in studies on educational assessment and foreign language teaching, particularly the contributions of Scaramucci (2012), Segat (2019), França (2023), and Kanashiro (2012), the research is based on the understanding of assessment as a social and pedagogical practice that goes beyond the mere measurement of results. The corpus consists of Spanish-language questions from the 2021, 2022, and 2023 editions of Enem, analyzed based on the examination’s Reference Matrix, with emphasis on skills H5, H6, H7, and H8. The methodology adopted is qualitative in nature and is based on documentary and interpretative analysis of the selected questions. The results indicate that, although the examination has shown progress in valuing inferential and critical reading practices throughout its editions, especially in items that mobilize sociocultural aspects, the Spanish-language questions included in the 2021, 2022, and 2023 examinations are still largely centered on the identification or location of specific information and on lexical recognition. This configuration highlights a tension between different conceptions of reading within the examination, revealing that the process of transforming assessment practices occurs gradually. The analyses also point to possible washback effects on Spanish-language teaching, since Enem tends to influence pedagogical practices and curricular choices. It is concluded that, although the examination has broadened the ways of approaching reading in Spanish by taking sociocultural and interpretative aspects into account, the questions analyzed in this study still retain elements of more traditional approaches. This finding reinforces the need for continuous revisions and updates of both the examination questions and the Reference Matrix, which has remained in effect since 2009.