INTRODUCTION

The discipline of philosophy in the Brazilian High School curriculum is full of comings and goings (^{ALVES, 2002}; ^{GALLO, 2013}). Following an international trend of philosophy inclusion in schools (^{DROIT, 1995}; ^{GEHRETT, 2000}; ^{McDONOUGH; BOYD, 2009}) since the Brazilian Education Guidelines and Bases Act (LDB, Law no. 9,394/96), published in 1996 (^{BRASIL, 1996}), the offer of philosophy in high school has been recommended in referential documents such as the National Curriculum Parameters (PCNs 1999); the Educational Guidelines Complementary to the National Curriculum Parameters (PCN+- Parâmetros Curriculares Nacionais), 2002); the National Curriculum Guidelines for High School (OCEM, 2006); and the amendment by ^{Law No. 11.684/08}to LDB, which made philosophy and sociology compulsory in high school (^{BRASIL, 1999}; ²⁰⁰²; ²⁰⁰⁶; 2008). More recently, Law No. 13.415/2017, which establishes the New High School, resumes the mandatory nature of philosophy (^{BRASIL, 2017}), which had been revoked the previous year by Provisional Measure No. 746/2016 (^{BRASIL, 2016}), confirmed by the Brazilian Common National Curricular Base ("Base Nacional Comum Curricular" - BNCC), published in December 2018, which lists philosophy as an integral part of the area of Humanities and Applied Social Sciences (^{BRASIL, 2018a}, p. 547).

In addition to reinforcing the mandatory nature of philosophy and sociology in high school education, Resolution No. 3/2018 of the National Education Council stipulates in its article 32 that "the matrices of the National Secondary Education Exam (Enem) and of the other selective processes for access to higher education should necessarily be prepared in line with the Common National Curricular Base-BNCC" (^{BRASIL, 2018b}, p. 15). However, as argued in this article, there is historically a gap between the publication of the curricular references and the materialization of the presence of philosophy in Enem issues.

This paper is part of a broader project, whose goal was to analyse the philosophy items throughout the Enem history in terms of the curriculum references published since its creation in 1998. This project investigated how to translate the curriculum documents produced in recent years in terms that could "guide the presence of Philosophy knowledge in large-scale exams, such as Enem and Encceja" and thus consolidate its "curricular citizenship" (^{GALLO, 2013}, p. 426). The focus of this specific study is the Complementary Guidelines to the National Curricular Parameters ("Orientações Complementares aos Parâmetros Curriculares Nacionais" - PCN+), published in 2002. In this paper, I analyse the thematic axes that the PCN+ present for philosophy in high school, to verify how these axes and themes have materialized in problem situations in Human Sciences questions throughout the Enem history. Through an analysis of the quantitative evolution and coverage of philosophy items throughout the editions of the exam over twenty years, this study highlights some of the challenges and possibilities that the Enem offers to the implementation of the curriculum benchmarks.

For this research, the first step was to examine the editions of Enem between 1998 and 2018 and to identify items of Human Sciences with themes and approaches compatible with the teaching of philosophy at this stage. Then, each of 73 items identified was associated with one of the thematic axes proposed by the PCN+ for philosophy, as well as with one of its themes, and, when possible, sub-themes. All 73 items analysed in this study mobilize at least one philosophy theme of the PCN+. In case of items that dialogue with more than one theme, the theme considered predominant was chosen for the purposes of this study. The list of items used and their respective classification in terms of the PCN+ is in Appendix 1, in year. item format, where item corresponds to the position of the question in the blue booklet of that edition of the exam. Although the PCN+ were only published in 2002, as a comparison, items with philosophy themes administered since the creation of Enem in 1998 were included in this analysis, where appropriate, in a total of nine items, which are marked in lighter colourswhen necessary. These items are also listed in red in Appendix 1.

As in previous studies (^{MACEDO, 2015}; ^{CARNEIRO, 2015}; ^{RIBEIRO, 2020}; ^{MACEDO, 2021}; ^{MACEDO, 2022a}; ^{MACEDO, 2022b}), the choice of items for analysis was made by the author based on her reading of the test booklets of the main Enem application in the twenty years between 1998 and 2018 and her subjective interpretation of their adherence to both the field of philosophy in general and the axes, themes and subthemes proposed by the PCN+ for philosophy in high school, taking into account that such classification is not rigid, but a way to organize the discussion in relation to the expectations of the curriculum normative and its operationalization in practice, as materialized, for example, in the composition of the exam. By adapting this methodology to the area of sociology in her dissertation entitled “Sociology's presence and approach in the National High School Exam based on the official curriculum guidelines for the subject”, Inep researcher Inep Flávia Ghignone Braga Ribeiro describes this methodology as follows:

In a first stage and to identify the presence of Sociology in Enem, all the test booklets of Human Sciences from the 2009 to 2018 editions were read and all 45 questions of each booklet were classified considering the subareas, Philosophy, Geography, History and Sociology. It is important to emphasize that the exam presents proposal of interdisciplinary and contextualized approach and thus does not foresee minimum or equitable quantitative or any distinction between the subareas that make up an area of knowledge. Therefore, the classification performed in this study considers this premise, understanding that all questions in the exam seek interdisciplinarity, but that, even so, it is possible to identify the specific contribution of the sub-areas that compose the area of knowledge of Human Sciences. This classification was carried out by the author, a researcher at Inep and a member of the pedagogical team of the directorate that conducts the exam, based on the usual criteria of these teams when asked to perform a task with this content. (^{RIBEIRO, 2020}, p. 22).

This article is a diagnosis of to what extent the philosophy items of Enem adhered or not to the proposal of the PCN+ for this curricular component. At the end, the expectation is that mapping the points of greater and lesser difficulty of operationalization contributes to ensure and if possible, strengthen the presence of philosophy on the horizon of the imminent reformulation of the exam. To achieve this goal, this article is divided into three parts. The first focuses on the PCN+, its general characteristics and the specific characteristics of the philosophy component. The second part brings an analysis of the adherence of Enem's philosophy items to the proposal of the PCN+, based on an individual analysis of each thematic axis, as well as insights brought by this axis-by-axis analysis. Finally, some indications are presented on how these reflections contribute to signal points of attention regarding the presence of philosophy in the exam, considering its imminent reformulation from the new BNCC.

THE PCN+: AMONG AXES, THEMES AND SUB-THEMES

The PCN+ is a document with no normative value, addressed to the school community in general and to teachers in particular (^{BRASIL, 2002}). Within the context of the educational reforms of the 1990s, the PCN+ emphasized the so-called "new high school", advocating a transition from a conception of high school preparatory for university entrance to a high school seen as a conclusive and significant stage in itself, in which interdisciplinarity, contextualization and articulation of knowledge would play a key role. The document postulated as an ideal a school inserted in the student's life, aiming at a notion of full citizenship, focused on values such as personal fulfilment, preparation for dignified work and active social and political participation (^{BRASIL, 2002}).

PCN+'s goal was to complement the competencies and skills proposal of the 1999 PCNs with what they called structuring concepts. Going beyond the competencies proposed by the PCNs was an important step, because as stated in the PCN+ itself:

There is no recipe nor single or universal definition for competences, which are broad, multiple, and not mutually exclusive human qualifications. For example, the PCN for High Schools specifies three sets of competences: that of communicating and representing, that of investigating and understanding, as well as that of contextualising knowledge socially or historically. In turn, in a similar but not identical way, the National High School Exam ("Exame Nacional do Ensino Médio" - ENEM) points out five general competences: master different languages, from languages to mathematical and artistic representations; understand processes, whether social, natural, cultural, or technological; diagnose and deal with real problems; construct arguments; and elaborate solidary propositions. (^{BRASIL, 2002}, p. 16).

At this point, the notion of structuring concept would bring concrete possibilities of materialization of competencies, to overcome the dichotomy between competence and content, opening concrete and dynamic possibilities. Within this proposal, the PCN+ added some content suggestions in relation to its predecessor, in the form of what they call "thematic axes". To build such axes, a list of prerequisites was presented:

For philosophy, three thematic axes were proposed: the first, entitled "Power relations and democracy"; the second, "The construction of the moral subject", dealing with themes of ethics; and the third, "What is Philosophy", with questions about the nature of philosophy, focusing on epistemology and aesthetics. All three axes seem to meet the requirements presented in the PCN+. Each of the three thematic axes proposed for the PCN+ for philosophy was divided into three themes, subdivided once again into some subthemes of exemplifying character. The first axis, "Power relations and democracy", brought as themes: 1) Greek democracy; 2) Contemporary democracy; and 3) The reverse of democracy. The second axis, "The construction of the moral subject", presented the themes: 1) Autonomy and freedom; 2) The forms of moral alienation; and 3) Ethics and politics. The third thematic axis, called "What is Philosophy", proposed the following themes: 1) Philosophy, myth and common sense; 2) Philosophy, science and technocracy; and 3) Philosophy and aesthetics.

Focusing on how these themes are present in the 64 items with philosophical themes or approaches since the publication of the PCN+, in 2002, we obtained Chart 1.

Source: Elaborated by the author.

Chart 1 Amount of Enem items in the Humanities per philosophy axis and theme of the PCN+ (2003-2018) 

This chart reveals some curious aspects in relation to the organisation proposed by the PCN+. Among the themes that constitute each thematic axis, there is a great variation in terms of their representativeness in the Humanities items in Enem. The most recurring themes were III.1, "Philosophy, myth and common sense", with 19 items, followed by theme II.3, "Ethics and politics", with 16 items. Among the less recurrent themes are II.2, "Forms of moral alienation"; and III.3, "Philosophy and aesthetics", each corresponding to one item, and only tangentially, as discussed below.

In addition, it is observed that theme II.3, "Ethics and politics", had a greater number of items than all of axis I, "Power relations and democracy", with all its three themesexplicitly addressing different aspects of democracy (or lack thereof). One point that arises from this observation is the decision to place broader topics on ethics and politics, on one hand, and power relations and democracy, on the other, in separate axes and with different hierarchical levels. The PCN+ describe the hierarchy among thematic axes, themes and sub-themes as follows:

Unfortunately, this excerpt closes the introductory part of the document without further details. The philosophy component, in turn, does not develop this topic, falling far short of the proposal of the PCN+ as a whole, and of the part on Humanities in particular. The philosophy section ends with a long quotation extracted from the introduction of the PCN+, followed by the table with the thematic axes, without further guidance, under the argument of leaving the professional free to create his own programmatic organization:

The thematic suggestions that will be presented - arising from the structuring concepts and competences suggested for the area in general and for each discipline that composes it in particular - should not be understood as lists of topics that can be taken for a minimum curriculum, because it is simply a proposal, neither compulsory nor unique, of a broad view of the work in each discipline. (^{BRASIL, 2002}, p. 14).

In this regard, it is important to note that, regarding the specific part of philosophy, instead of inducing a greater presence in the Enem, the opposite seems to have occurred. As shown in Chart 2, in the four years between the creation of Enem in 1998 and the publication of the PCN+ in 2002, there were nine philosophy items in the test, with themes and approaches compatible with what the PCN+ later organized into thematic axes. In the six years following the publication of the PCN+, i, there was only one item of philosophy applied in the exam, in 2003, followed by five editions without any item in this field of knowledge. Only after philosophy and sociology became compulsory, in 2008, and the exam was reformulated, in 2009, did philosophy items start to reappear in the exam: first in an incipient way in 2009, only stabilizing and consolidating from 2012 onwards, ten years after the publication of the PCN+. (^{MACEDO, 2015}; ^{CARNEIRO, 2015}; ^{RIBEIRO, 2020}).

Source: Elaborated by the author.

Chart 2 Distribution of Enem items in the Humanities by axis of philosophy of the PCN+, year by year (1998-2018) 

Understandably, non-normative documents are not expected to have an immediate inductive effect on the requirement of contents and themes of a subject at a time when it was not compulsory. However, it is surprising that the publication of a curriculum document coincided with the reduction and even interruption of the demand for contents and themes that, to some extent, were being covered in the exam. Although they had no binding value, inasmuch as curricular references, such as the PCN, PCN+ and OCEM, propose or organize possibilities for the development of syllabus contents in high school, it would be expected a certain congruence between their proposal and what is required in the large-scale assessment. Thus, observing the adherence or distance between curricular guidelines and actual assessment is a way to reflect on their respective assumptions, objectives, and effectiveness, as well as on the type of school and society they seek to build (^{DIAS; PINTO, 2019}; ^{POPKEWITZ, 2020}).

This mismatch raises some questions: what factors explain this gap between curriculum reference and its materialization in the large-scale assessment? Is it to be expected a gap of this order so that the BNCC begins to manifest itself in Enem? To what extent does it make sense, at the pace of transformations of the knowledge society, an assessment that only begins to follow the curricular guidelines years after its publication? Is it possible to reduce this gap? Now, more than two decades later, what has changed between what documents such as the PCN and PCN+ advocated and what we have in classrooms and in high school assessments?

This study does not aim to answer all these questions, but to bring some insights for reflecting about them, taking into consideration the PCN+ and Enem's philosophy items as a case study. The analysis that this study proposes is to use the Enem philosophy items to map some of the merits and limitations of the organization of the PCN+ for the area, to provide insights for an analogous debate in relation to the BNCC. As stated in the PCN+ itself,

It is common misconception that this discussion shoulbe be left aside under the allegation that "we have to go into practice". No such condition exists, since any and every practice is preceded by thinking and planning about what is intended to accomplish. (^{BRASIL, 2002}, p. 22).

As both sections of the document emphasize that the proposed selections are open suggestions for the professional of the area to adapt according to his understanding of the field of knowledge itself and the specific characteristics of his pedagogical work, this study makes use of this prerogative. In the next section, some reflections are offered on the organization proposed for the PCN+ for philosophy based on the thematic distribution of Enem's philosophy items, deepening the analysis presented for each of the three proposed thematic axes, as well as their themes and sub-themes. The aim of this analysis is to explore points of contact and gaps between theory and practice in the form of a curriculum document and the possibilities offered by the exam, in order to "think and plan about what it is intended to accomplish" in the context of the new BNCC, especially regarding preserving and strenghthening the continuity of the presence of philosophy in the exam.

ANALYSIS BASED ON THE PCN+ AXES

FROM THEORY TO PRACTICE: REFLECTIONS ON PHILOSOPHY AND FRAGMENTATION IN THE BNCC

The new high school should not be just another building, with teacher-agents and patient students, but a project of mutual and dynamic human development of students and teachers, in which learning is close to the real issues presented by community life or by economic, social and environmental circumstances. More than anything else, when based on a more supportive practice, this new school will be attentive to the life perspectives of its participants, to the development of their general competencies, their personal skills and their cultural preferences. (^{BRASIL, 2002}, p. 11-12).

Despite the internal gaps present in the philosophy component of the PCN+ and its tensions with the proposal of the document, the PCN+ bring a proposal in principle innovative, especially when bringing elements to reflect on how to overcome dichotomies between skills and content, prescription and professional autonomy. However, as the Sisyphus stone, the proposal of a curriculum organization that allows for contextualized and systematic work with issues that can be permanently discussed, involving different social subjects, in different times and places, allowing work with different languages, sources and interpretations seems a recurrent but always unattainable ideal. A more general point that comes to the fore in this analysis, therefore, concerns the various ways in which the theory/practice dichotomy is presented in this context, whether in relation to how what is prescribed in the curriculum document is materialized in the exam, or in relation to the distance between what the PCN+ prescribe in general and how philosophy appears encased within this same prescription, among many other aspects.

Although philosophy appears in the Base, neither as isolated as in the PCN+, nor as diluted as in the matrix of Humanities of Enem, it is necessary to think about how and if there will be interaction between the four major areas of knowledge in general and, in particular, how to nurture spaces in the exam for questions involving interdisciplinary themes, such as aesthetics and philosophy of science. It is not clear, however, if Enem is moving in this direction in this post-BNCC scenario. According to the first clause of Section 32 of Resolution No. 3/2018 of the National Council of Education:

The Enem will be held in two stages, where the first will have the National Common Curricular Base ("Base Nacional Comum Curricular" - BNCC) as a reference and the second, the provisions of the Benchmarks for the Preparation of Formative Itineraries. (^{BRASIL, 2018b}, p. 15).

The proposal for Enem in this post-BNCC context expands both the number of stages and the degree of specialization. How this proposal will be consolidated, however, remains as yet undefined.

Contrarily to the PCN+, there is no specific section for philosophy in the BNCC: the Base sticks to the organization by major areas of knowledge, not detailing the disciplines that make up these areas in the manner of its predecessors. Even so, it is possible to glimpse in the competences and skills of the Humanities and Applied Social Sciences of the BNCC some spaces specific to philosophy, which will need to receive much attention for it to maintain its presence in the exam. This section briefly discusses how the points raised in this article in relation to the correspondence between the items of philosophy in Enem and the thematic axes of the PCN+ reverberate in relation to how philosophy is present in the BNCC, outlining points that require more attention.

Considering as a starting point the theme of the first axis of the PCN+, from the point of view of this study, it is of fundamental importance to demarcate a specific space for democracy, not only in the curriculum document, but in the matrix of the exam itself. For comparison purposes, as pointed out above, none of the nine philosophy items applied before the publication of the PCN+ dealt with themes about democracy. This theme only began to appear in 2010, after the reformulation of the matrix. Moreover, one reason why topic II.3, "Ethics and politics", was covered by so many items in the exam can be attributed to the fact that it brings together two central areas of philosophy, which found in the exam some correlated abilities (especially H12, H23 and H25).

Perhaps if there was in the PCN+ a separate axis for each of these areas (ethics and politics), the distribution of the exam items in terms of these axes would have been more balanced. More than a pure numerical balance, such reorganization would cover a gap in axis I, by allowing a deeper discussion on democracy from the treatment of other themes of political philosophy. The first axis could, thus, have been broader, to open space to treat questions of political philosophy that are not strictly about democracy, although it is not necessarily its reverse. The opportunity could also have been taken to include in the scope of the axis "Relations of power and democracy" also different government or constitutional systems. Such a debate would have made the axis richer and would not necessarily have made it more academic or more distant from the proposal of the document, at the same time that it would have opened more space for the treatment of themes not only of politics, but also of ethics itself, in the axis that concerns it.

An important point that emerges from this analysis, in which an area over-represented in the curriculum reference is under-represented in the exam, and vice versa, is that not always what is prescribed in the curricula reference materializes in a proportional way in Enem. To this end, it is essential that the key themes of the area are also present in a balanced and congruent manner in the skills and competencies of the exam reference matrix.

Two points should be highlighted regarding the relationship of this topic with the space dedicated to philosophy in the BNCC. First, the competencies and skills of Humanities in the BNCC are organized so that there is a competence more focused on ethics and another on politics. The themes of ethics find special space in competence 5 - "Recognize and combat the various forms of inequality and violence, adopting ethical, democratic, inclusive and solidary principles, and respecting human rights". The themes of political philosophy can be worked on in competence 6 - "Participate, personally and collectively, in the public debate in a conscious and qualified way, respecting different positions, in order to enable choices aligned to the exercise of citizenship and to their life project, with freedom, autonomy, critical awareness and responsibility". There is a specific skill in this competence for dealing with basic political concepts, which, in the view of this study, is essential for understanding democracy. The skill in question is EM13CHS603 - "Understand and apply basic political concepts (State, power, forms, systems and regimes of government, sovereignty etc.) in analysing the formation of different countries, peoples and nations and their political experiences." Explicit reference to democracy appears in competence 5, dedicated to ethics, however it permeates the two competences. Such organisation reinforces the fluidity and intertwining of these topics, with any attempt to separate them being merely pragmatic, in order to ensure balanced coverage of their different aspects.

The analysis of the themes of axis II, "The construction of the moral subject", adds two other aspects for reflection in this context. The first concerns the conceptual fluidity between themes within the same thematic axis, as exemplified by the fine line that separates (or not) theme II.1, "Autonomy of the subject", from theme II.2, "Forms of moral alienation". Another broader point evidenced by the analysis of this theme is the issue of autonomy itself, either as part of the study of philosophy regarding the autonomy of subjects, or more broadly, as the concretization of curricular principles in pedagogical practice. Both in terms of content and in formal terms, this axis brings up aspects associated with integration/fragmentation, both in the concepts and subjects involved, and how the document materializes tensions between theory and practice in the debate about its implementation.

As aforementioned, the PCN+ had merely suggestive or illustrative character, relying on the principle of teaching autonomy. However, unlike the PCN+, the BNCC has a normative character, and this brings some challenges in terms of how to preserve the autonomy of teachers and school systems (^{ALVES, 2014}; ^{FERREIRA; ABREU; LOUZADA-SILVA, 2020}; ^{GARCIA; FERREIRA; MARSICO, 2020}; ^{SANTOS; FERREIRA, 2020}; ^{SILVA, 2020}; ^{SÜSSEKIND; MASKE, 2020}), as well as the role of the exam in this organization. Although mentions about democracy, autonomy and epistemology, important in high school and in the exam, are present in the BNCC, , it is important to consider the limits of this normative to build possibilities that allow a more integrated and holistic view of the exam, high school, philosophy and society (^{PEDRO; MARSICO, 2020}; ^{SIEGEL, 2008}; ^{MILLS, 1998}; ^{MARTIN, 2001}; ^{SHARP, 1994}; ^{COLLADO-RUANO et al., 2018}). Therefore, a broader dialogue between administrative, academic and school communities is essential.

In turn, Axis III called "What is Philosophy" offers a great opportunity to reflect on the issue of fluidity not only among the axes, themes, and sub-themes of philosophy of the PCN+, but also within the area of Humanities and among the different areas of knowledge. An important question here is to what extent the areas of the exam could/should be more fluid, integrated, and interdisciplinary, as recommended in PCN+:

For a long time, the school has structured its programmatic content around the teaching of various subjects, often in an encyclopaedic way, trying to cope with the avalanche of knowledge. Besides the perverse emphasis on content, these numerous disciplines remain tight in their territories, leading to a fragmented learning of reality. (^{BRASIL, 2002}, p. 49).

While themes III.1, "From common sense to philosophical thinking" and III.2, "Philosophy, science and technocracy", reflect on the intersection between philosophy and science, a limitation of Enem highlighted by theme III.3, "Philosophy and aesthetics" is the lack of space for questions on aesthetics in the matrix of Human Sciences of the exam. This theme is dealt with in Enem only in the matrix of Language and their Technologies, as a component of the list of skills of competence 4:

Competence area 4 - Understanding art as cultural and aesthetic knowledge which generates meaning and integrates the organisation of the world and one's own identity. H12 - Recognise different functions of art and of the production work of artists in their cultural milieu. H13 - Analyse different artistic productions as a means of explaining different cultures, standards of beauty and prejudices. H14 - Recognize the value of artistic diversity and the interrelationships of elements that are presented in the manifestations of various social and ethnic groups. (BRASIL, 2009, p. 3).

The BNCC follows the current Enem matrix in the sense of preaching interdisciplinarity, while maintaining four distinct areas of knowledge: Languages and their Technologies, Mathematics and its Technologies, Nature Sciences and their Technologies, Humanities and Applied Social Sciences. In the BNCC, as in the current Enem matrix, themes of aesthetics also remain within the scope of Languages and their Technologies.

Considering that, according to the National Curriculum Guidelines of 1998, which guide the PCNs, the PCN+ and, in a way, still reverberate in the BNCC, "the autonomous identity is constituted of ethics, aesthetics and politics" (^{BRASIL, 1998}, p. 67), it is important to think how these principles can be strengthened in high school and in the exam. These instruments preach integration at various levels, whether between knowledge (valuing interdisciplinarity), whether between subjects, valuing the leading role and autonomy (whether of young students, teachers, or network managers), whether between spheres (federal, local, school, or academic). Since these instruments have origins and aspects in common, the gaps between PCN+ and Enem may, in turn, continue to have repercussions on the relationship yet to be built between BNCC and new Enem.

FINAL CONSIDERATIONS

In the introduction to the document, the PCN+ includes the following reflection:

The educational reforms began a little over half a decade ago and it may take another decade to promote the intended transformations on a national scale. But important experiences can already be seen in many Brazilian schools, which are developing new pedagogical projects and new educational practices, in which readings, investigations, discussions and projects carried out by students overcome or complement the didactics of transmission and the pedagogy of discourse. (^{BRASIL, 2002}, p. 12).

More than twenty years after the reforms mentioned by the PCN+, it is observed that the same discourses remain, but much remains to be done in terms of an education that overcomes the rigidity of the encasing of knowledge for a more integrated proposal, contextualized and articulated with the society in which the school is inserted. The PCN+ bring elements that still contribute to the debate, both to think what school we want, and to reflect how philosophy in high school contributes to this goal.

This article explored how the thematic axes for philosophy proposed by the PCN+ were approached over the years in the questions of Humanities of the National High School Exam (ENEM). Through an analysis of the greater or lesser recurrence of each of the thematic axes, themes and subthemes proposed, as well as the fluidity of this organization, the distance between what is prescribed in the curriculum reference and what is operationalized in the large-scale assessment was pointed out. Such discussion is particularly important at this time when we think about the construction of a new Enem from the new Common National Curricular Base, especially considering the emphasis that such documents give to concepts such as integration, interdisciplinarity and autonomy as a way to overcome fragmentation, either between knowledge, either between subjects, either between theories and educational practices.

These gaps point to some important aspects to be considered at this critical moment in which not only the legislation, but also a global health and humanitarian crisis forces us to rethink high school and the role of Enem in it. More than ever, it is necessary to think about the school, the exam and the teaching of philosophy at this stage in a more interdisciplinary and integrated way with the larger context of society. As the BNCC shares with the PCNs and PCN+ many of its principles and values (^{AGUIAR; TUTTMAN, 2020}; ^{CASTRO, 2020}), reflecting on how these devices have materialized in the exam in recent decades can contribute to the debate on theory and practice in the context of the reformulation of Enem based on the BNCC in several aspects, particularly with regard to the presence of philosophy in the exam and the broader debate that such discussion presupposes.