<?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>S2176-66812021000100177</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.102.i260.4264</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Objetivos educacionais e avaliações em larga escala na trajetória da educação superior brasileira: Enem, Enade e a complexidade cognitiva na retenção do fluxo]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational objectives and large-scale assessments in the trajectory of Brazil&#8217;s higher education: Enem, Enade and the cognitive complexity in flow retention]]></article-title>
<article-title xml:lang="es"><![CDATA[Objetivos educativos y evaluaciones a gran escala en la trayectoria de la educación superior brasileña: Enem, Enade y la complejidad cognitiva en la retención de flujo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Sammela Rejane de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitag]]></surname>
<given-names><![CDATA[Raquel Meister Ko]]></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 de Sergipe (UFS)  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe (UFS)  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Sergipe (UFS)  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC)  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>102</volume>
<numero>260</numero>
<fpage>177</fpage>
<lpage>204</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812021000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812021000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812021000100177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo compara documentos norteadores e itens de duas avaliações oficiais em larga escala da formação na educação superior no Brasil - o Enem, que seleciona os candidatos para as vagas, e o Enade, que avalia os estudantes na fase final da graduação -, na perspectiva dos objetivos educacionais da Taxonomia de Bloom, para compreender o que se espera dos estudantes que passam ou passaram pela formação superior quanto à proficiência em leitura. São considerados as matrizes e os itens da prova de Linguagens, Códigos e suas Tecnologias do Enem e de Formação Geral do Enade. Como resultados, foram identificadas assimetrias tanto na comparação entre os níveis de complexidade e as determinações normativas quanto nos itens de ambas as avaliações, o que pode estar relacionado à retenção de fluxo na educação superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article compares guiding documents and items from two official large-scale assessments targeting higher education in Brazil - Enem, which sorts candidates to university vacancies, and Enade, which assesses students by the end of their undergraduation courses -, from the perspective of the educational objectives proposed in Bloom's Taxonomy, in order to understand what is expected of higher education students or alumnus in terms of their reading proficiency. The matrices and items of the Enem Languages, Codes and their Technologies test and the Enade General Training test are considered. Asymmetries were found both in the comparison between levels of complexity and between normative determinations, and in the items of both assessments, which may be related to the flow retention in higher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo compara documentos de orientación e ítems de dos evaluaciones oficiales a gran escala de la formación en la educación superior en Brasil -el Enem, que selecciona candidatos para las vacantes, y el Enade, que evalúa a los estudiantes en la etapa final de la carrera universitaria-, desde la perspectiva de los objetivos educativos propuestos en la Taxonomía de Bloom (Bloom et. al., 1956), para comprender, desde el punto de vista de la competencia lectora, lo que realmente se espera de los estudiantes que son o ya han pasado por la educación superior. Se consideran las matrices y los ítems de la prueba de Lenguajes, Códigos y sus Tecnologías del Enem y de Formación General del Enade. Como resultado, identificamos asimetrías tanto en la comparación entre los niveles de complejidad y las determinaciones normativas, matrices de referencia y ordenanzas, como en los ítems de ambas evaluaciones, lo que puede estar relacionado con la retención de flujo en la educación superior.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[avaliação oficial]]></kwd>
<kwd lng="pt"><![CDATA[demandas cognitivas]]></kwd>
<kwd lng="pt"><![CDATA[Enem]]></kwd>
<kwd lng="pt"><![CDATA[Enade]]></kwd>
<kwd lng="en"><![CDATA[cognitive demands]]></kwd>
<kwd lng="en"><![CDATA[Enade]]></kwd>
<kwd lng="en"><![CDATA[Enem]]></kwd>
<kwd lng="en"><![CDATA[official assessment]]></kwd>
<kwd lng="es"><![CDATA[evaluación oficial]]></kwd>
<kwd lng="es"><![CDATA[demandas cognitivas]]></kwd>
<kwd lng="es"><![CDATA[Enem]]></kwd>
<kwd lng="es"><![CDATA[Enade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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