O Impacto do Enem Nas Políticas de Democratização do Acesso ao Ensino Superior Brasileiro

Higher education in dark times: from the democratic renewal of Brazilian universities to its current wreck

“…During the 14 years of the four successive Workers' Party administrations in the 2000s with the presidencies of Lula da Silva andDilma Rousseff (2003-2016), major new advances were envisioned and implemented in the public university system, as a direct result of the pressure of progressive social movements. Firstly, the number of enrolments per year in public universities has more than tripledfrom 109,000 to 393,000 new places per yearas a result of promotion by the Federal Universities Restructuring and Expansion Program (Reuni), expanding access as never before (INEP Census, 2019).…”

“…In 2004, the National Higher Education Evaluation System (Sinaes) began, with innovative metrics specifically for three dimensions (institutions, courses, and student development), bringing new parameters of quality control and comparison between institutions (Aguiar 2016). A Unified Selection Process (Sisu) was created in 2009 for admission to universities associated with the High School Quality Assessment Test (Enem), combining all public undergraduate vacancies within the same entrance exam, which greatly expanded access opportunities and intra-national student mobility (Andriola 2011); however, in certain regions, this new mobility ended up reducing local students' access to universities in their own states, with negative consequences specially for the poorest (Mello Neto et al 2014). A constitutional amendment (EC 59/2009) was approved giving new status to the 10-year National Education Plan (PNE, 2014), and the creation of a National Education System was approved in 2014 (PNE, Art.13), foreseeing the continuity of the strong expansion of public universities (PNE, Goal 12) and establishing an increase in public investment in education from 5 to 10% of the GDP in 10 years (PNE, Goal 20).…”

Covid 19 and Higher Education in Brazil: different uses of virtual communication technologies and educational inequalities

“…Muitos autores têm valorizado o potencial do Enem em relação ao processo de inclusão de estudantes socioeconomicamente desfavorecidos no ensino superior, por seu formato, que privilegia interpretações de textos e reflexões sobre situações da vida cotidiana (Almeida, 2014), pelo fato de o exame unificar e nacionalizar a disputa por vagas, diminuindo os custos de deslocamento e realização das provas (Neto, Medeiros, Paiva, & Simões, 2014), e, ainda, por possibilitar o acesso a um conjunto de políticas públicas de inclusão no ensino superior público e privado (Heringer, 2018).…”

PROUNI E UM MUNDO ENTRE MUNDOS: o inédito acesso ao ensino superior e a construção de um habitus clivado

“…Isso ganha força desde o momento em que ele se depara com o processo de afunilamento recorrente nos momentos de transição entre estágios de educação no Brasil -que afeta, especialmente, as camadas populares (OLIVEIRA; GOMES, 2011) -, culminando com o processo seletivo do Enem. Enquanto uma pequena parte dos estudantes da rede pública termina se inscrevendo no exame, uma parte ínfima dos estudantes da rede privada acaba não se inscrevendo (MELLO NETO et al, 2014).…”