Publication: Análise do pensamento histórico na prova do ENEM (1998 - 2023)
Authors
Chaparro-Sainz, Álvaro ; Monteagudo Fernández, José ; Gehrke, Rosangela ; Fernández Rodríguez, Lucía
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Publisher
Centro de Investigação em Educação
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DOI
https://doi.org/10.21814/rpe.39588
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info:eu-repo/semantics/article
Description
Abstract
O estudo trata da evolução do ensino de história, destacando a introdução
de novas abordagens metodológicas focadas no “pensamento histórico”
e na “consciência histórica”. No Brasil, o Exame Nacional do Ensino Médio
(ENEM), criado em 1998, desempenha um papel central no acesso à educação
superior e foi progressivamente reformulado para integrar temas interdisciplinares
e avaliar habilidades cognitivas. O estudo analisou as questões
históricas do ENEM de 1998 a 2023, com foco no desenvolvimento de habilidades
do pensamento histórico. A pesquisa utilizou métodos quantitativos e
qualitativos para analisar 434 questões históricas. Os resultados mostraram
que a maioria das questões exige habilidades cognitivas básicas, com 94,4%
das questões exigindo apenas leitura e memorização, enquanto apenas 5,4%
exigem análise mais profunda. As questões abordam predominantemente
temas de história política e social, com ênfase no século XX e questões
contemporâneas, como democracia, direitos e escravidão. O uso de textos é
dominante nas questões, enquanto gráficos e imagens são menos frequentes.
Da mesma forma, o exame ENEM destaca-se por incluir questões socialmente
relevantes e uma abordagem inclusiva. Após as análises, foi possível concluir
que o ENEM tem evoluído, mas ainda prioriza conceitos históricos básicos
e questões expositivas. O estudo apontou que o Brasil está mais avançado
do que outros países na avaliação do pensamento histórico, mas ainda há
espaço para melhorias, especialmente na análise das questões e no alinhamento
com as práticas pedagógicas e facilitando o aprendizado e a avaliação
do pensamento histórico no Brasil. ---------------
The study addresses the evolution of history education, highlighting the introduction of new methodological approaches focused on “historical thinking” and “historical consciousness”. In Brazil, the National High School Exam (ENEM), created in 1998, plays a central role in access to higher education and has been progressively reformed to integrate interdisciplinary themes and assess cognitive skills. The study analyzed historical questions from the ENEM between 1998 and 2023, focusing on the development of historical thinking skills. The research used both quantitative and qualitative methods to analyze 434 historical questions. The results showed that the majority of the questions require basic cognitive skills, with 94.4% of them requiring only reading and memorization, while only 5.4% demand deeper analysis. The questions predominantly address political and social history topics, with an emphasis on the 20th century and contemporary issues such as democracy, rights, and slavery. The use of texts is dominant in the questions, while graphs and images are less frequent. In this manner, the ENEM examination stands out for including socially relevant themes and an inclusive approach. After the analyses, it was concluded that the ENEM has evolved but still prioritizes basic historical concepts and expository questions. The study pointed out that Brazil is more advanced than other countries in evaluating historical thinking, but there is still room for improvement, especially in the analysis of the questions and alignment with pedagogical practices, thus facilitating the learning and assessment of historical thinking in Brazil. ---------------
El estudio analiza la evolución de la enseñanza de la historia en Brasil, centrada en el pensamiento y la conciencia histórica. Examina las preguntas del ENEM de 1998 a 2023, revelando que la mayoría requieren habilidades cognitivas básicas, con un enfoque en historia política y social del siglo XX. La mayoría de las preguntas utilizan textos, siendo menos frecuentes los gráficos e imágenes, y abordan temas socialmente relevantes. Aunque el ENEM ha avanzado, aún predomina la memoria y la exposición, destacando la necesidad de promover análisis más profundos. Brasil está más avanzado en la evaluación del pensamiento histórico que otros países, pero puede mejorar en la alineación pedagógica y en el desarrollo de habilidades analíticas.
The study addresses the evolution of history education, highlighting the introduction of new methodological approaches focused on “historical thinking” and “historical consciousness”. In Brazil, the National High School Exam (ENEM), created in 1998, plays a central role in access to higher education and has been progressively reformed to integrate interdisciplinary themes and assess cognitive skills. The study analyzed historical questions from the ENEM between 1998 and 2023, focusing on the development of historical thinking skills. The research used both quantitative and qualitative methods to analyze 434 historical questions. The results showed that the majority of the questions require basic cognitive skills, with 94.4% of them requiring only reading and memorization, while only 5.4% demand deeper analysis. The questions predominantly address political and social history topics, with an emphasis on the 20th century and contemporary issues such as democracy, rights, and slavery. The use of texts is dominant in the questions, while graphs and images are less frequent. In this manner, the ENEM examination stands out for including socially relevant themes and an inclusive approach. After the analyses, it was concluded that the ENEM has evolved but still prioritizes basic historical concepts and expository questions. The study pointed out that Brazil is more advanced than other countries in evaluating historical thinking, but there is still room for improvement, especially in the analysis of the questions and alignment with pedagogical practices, thus facilitating the learning and assessment of historical thinking in Brazil. ---------------
El estudio analiza la evolución de la enseñanza de la historia en Brasil, centrada en el pensamiento y la conciencia histórica. Examina las preguntas del ENEM de 1998 a 2023, revelando que la mayoría requieren habilidades cognitivas básicas, con un enfoque en historia política y social del siglo XX. La mayoría de las preguntas utilizan textos, siendo menos frecuentes los gráficos e imágenes, y abordan temas socialmente relevantes. Aunque el ENEM ha avanzado, aún predomina la memoria y la exposición, destacando la necesidad de promover análisis más profundos. Brasil está más avanzado en la evaluación del pensamiento histórico que otros países, pero puede mejorar en la alineación pedagógica y en el desarrollo de habilidades analíticas.
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Citation
Chaparro-Sainz, Álvaro, Monteagudo-Fernández, J., Gehrke, R., & Fernández-Rodríguez, L. (2025). Análise do pensamento histórico na prova do ENEM (1998 - 2023). Revista Portuguesa De Educação, 38(2), e25029.
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