Juventudes e ENEM: sentidos pedagógicos da formação no ensino médio

Abstract

This study aims to analyze how the High School curriculum has been pedagogically structured based on the centrality attributed to the National High School Examination (ENEM) and how this organization impacts the education of young students, considering the changes promoted by the Reforma do Ensino Médio (Lei nº 13.415/2017) and the Base Nacional Comum Curricular (BNCC, 2018). The research is characterized as qualitative, bibliographic, and documentary, developed through the analysis of academic publications, legislation, and official documents related to the topic. Throughout the study, it was observed that the strong influence of ENEM has guided pedagogical practices, school planning, and curricular choices, contributing to an educational organization primarily oriented toward the requirements of the examination and access to higher education. Furthermore, it was identified that this dynamic affects the school experiences of young people, especially in public schools, highlighting tensions between curricular proposals and the diverse educational realities present in the country. It is concluded that the centrality assumed by ENEM directly influences the pedagogical meanings attributed to the High School curriculum, making it necessary to broaden debates on education, youth, and curriculum organization within the Brazilian educational context.