Ensino de História e os mundos do trabalho: como o ENEM aborda os trabalhadores e o trabalho nos itens de prova

Abstract

This dissertation investigates the pedagogical assumptions of the National High School Exam (ENEM) and its impacts on history teaching. The research analyzes the exam's reference framework, which replaced traditional subject-based content with interdisciplinary competencies and skills, reshaping teaching and assessment approaches in Brazil. Additionally, it examines the ideological interferences that occurred between 2019 and 2022, a period of institutional crisis at the National Institute for Educational Studies and Research (INEP), marked by allegations of censorship and a reduction in technical autonomy in test item development. As part of the study, ENEM items related to the world of work were analyzed, considering the historiographical evolution of the topic and its representation in the exams. The research also includes the development of a didactic booklet containing 29 items, highlighting competencies and skills to assist teachers in pedagogical planning. Thus, this dissertation contributes to the improvement of educational policies and fosters dialogue between theory and practice in history teaching.