Trajetória da avaliação de estudantes do enino médio para acesso ao ensino superior brasileiro: da massificação à democratização

Abstract

Even with the increase in the number of places and the increase in the number of courses offered, access to higher education is still seen as a dispute in Brazil, the term ‘competitor’ is quite common among young people, who pass through this type of selection annually . Considering the reforms proposed for secondary education and the transformations that took place in the selective processes, this theoretical-bibliographic study aims to make a historical journey through the mechanisms of access to higher education in Brazil, supported by the laws that regulate this process and the theories of Ortega And Gasset (2002), Ristoff (2008), Campos; Feres Júnior; Daflon (2014), among others. The purpose of the research is to discuss the ways in which high school students enter public institutions, as well as the circumstances in which this occurs and the relevance of this type of evaluation to students. To this end, the National High School Examination (ENEM) is analyzed, due to its complexity and the changes that have occurred over the years. This year, this exam will have approximately 6 million students, which is still high, compared to the offer and prerogatives of democratization of access to higher education.