Desigualdades no acesso à educação superior pelo Enem

Abstract

This study aimed to identify the groups that had higher or lower chances of access to places in IFES, through the average performance of schools in ENEM, in 2013, 2014 and 2015, through the analysis of the consolidated tables provided by INEP. This is an exploratory study of quantitative character, using the technique of cluster analysis multivariate analysis to cluster schools by their performance in ENEM, using as variables the average grade of each school in the four areas of knowledge: Letters and Codes, Mathematics, Biological Sciences and Humanities, plus the note in Writing. As a research problem, to verify if the current Brazilian Program of evaluation of the basic education and selection for the superior education (ENEM), has democratized the access, contributing for the socioeconomic development of the country. As a result, the performance of schools in ENEM was not fair, either by regions of the country, nor by location (urban / rural), nor by administrative dependency (public / private), thus not meeting the first guideline of the Program that democratizing access to IFES. This study indicated different performance results associated with differences in student income, resulting in greater opportunities for students with higher socioeconomic status to take up public higher education, with lower income students remaining in teaching private superior, whose access is restricted by the difficulties of funding. Other results were: high deviations from the Average in Writing and Mathematics, suggesting a greater unevenness in knowledge, targeting policies for curriculum restructuring; and low relationship between teacher education and exam performance.