<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812020000300721</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.101i259.3900</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que avalia a prova do Enade de Química? Uma proposta de análise em termos de operações cognitivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Which competencies is Enade assessing in its Chemestry Evaluation? A proposal for an analysis in terms of cognitive operations]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué evalúa la prueba Enade de Química? Una propuesta de análisis en términos de operaciones cognitivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Márcia Gorette Lima da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mazzé]]></surname>
<given-names><![CDATA[Fernanda Marur]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN)  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN).  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN)  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>101</volume>
<numero>259</numero>
<fpage>721</fpage>
<lpage>751</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812020000300721&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812020000300721&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812020000300721&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O Exame Nacional de Desempenho dos Estudantes (Enade) busca avaliar o rendimento dos concluintes dos cursos de graduação em termos de conteúdos programáticos e competências adquiridas durante a formação no ensino superior. Além disso, um dos seus objetivos consiste em contribuir com elementos aos cursos de graduação ao disponibilizar informações pertinentes relacionadas ao exame. Concretamente, interessa-nos analisar as questões em função de um novo critério: as operações cognitivas exigidas pelos graduandos ao resolverem as questões do Enade e possíveis elementos que podemos inferir dessa análise. Para tanto, foi necessário elaborar um roteiro com base nos documentos emitidos pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) e também de acordo com a análise orientada à luz de taxonomia própria das operações cognitivas. Entre os principais resultados, destacamos que, nas provas de 2014 e 2017, poucas questões são de competência específica para o curso de bacharelado; existe disparidade quanto ao nível cognitivo de dificuldade; e há uma desproporção entre as áreas de conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The National Exam of Student Achievement (Enade) seeks to measure undergraduate students&#8217; performances based on the syllabus their professors have covered and competences they have acquired during their higher education. Furthermore, one of its objectives is to contribute to undergraduate courses by providing relevant exam-related information. This study aims to analyze these questions while taking a new criteria into consideration: the required cognitive operations used by undergraduates when answering the Enade questions. In order to do so, it was necessary to elaborate a guide based not only on the documents issued by National Institute for Educational Studies and Research "Anísio Teixeira" (Inep) but also according to an analysis based on the taxonomy of cognitive operations. Among the main results, we highlight that for 2014 and 2017 exams there were few questions to evaluate competencies related specifically to bachelor&#8217;s degree programs; there was some disparity related to the cognitive level of difficulty, and knowledge areas were unbalanced.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El Examen Nacional de Desempeño de la Educación Superior (Enade) busca evaluar el rendimiento de los graduandos en términos de contenidos del programa y competencias adquiridas durante la formación en la educación superior. Además, uno de sus objetivos consiste en contribuir con elementos a los cursos de grado, forneciendo informaciones pertinentes al examen. En concreto, nos interesa analizar las cuestiones del examen en función de un nuevo criterio: las operaciones cognitivas exigidas por los estudiantes al resolver las cuestiones del Enade y qué posibles elementos de este análisis podremos inferir. Para tanto, fue necesario elaborar un guion a partir de los documentos emitidos por el Instituto Nacional de Estudios e Investigaciones Educativas "Anísio Teixeira" (Inep) y también de acuerdo con el análisis orientado a la luz de una taxonomía propia de las operaciones cognitivas. Entre los principales resultados, destacamos que en las pruebas de 2014 y 2017 pocas cuestiones son de competencias específicas para el curso de grado; existe disparidad cuanto al nivel cognitivo de dificultad; y hay una desproporción entre las áreas del conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Enade-Química]]></kwd>
<kwd lng="pt"><![CDATA[nível cognitivo de dificuldade]]></kwd>
<kwd lng="pt"><![CDATA[processo cognitivo]]></kwd>
<kwd lng="en"><![CDATA[cognitive level of difficulty]]></kwd>
<kwd lng="en"><![CDATA[cognitive process]]></kwd>
<kwd lng="en"><![CDATA[Enade-Chemistry]]></kwd>
<kwd lng="es"><![CDATA[Enade-Química]]></kwd>
<kwd lng="es"><![CDATA[nivel cognitivo de dificultad]]></kwd>
<kwd lng="es"><![CDATA[proceso cognitivo]]></kwd>
</kwd-group>
</article-meta>
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