O que fala e o que se cala sobre literatura afro-brasileira no ENEM

Abstract

This article analyzes the approaches to Afro-Brazilian literature in the National High School Examination (ENEM), aiming to discuss how the ethnic-racial theme is addressed in this evaluative context and its relationship with the guidelines of Law No. 10.639/2003. Grounded in Bernd (1988); Silva (2010); Souza and Lima (2006); and Law No. 10.639/2003, a documentary research was conducted on ENEM publications from 2004 to 2024, focusing on the presence of ethnic-racial themes in exam questions. The results indicate that, although ENEM has the potential to promote a more inclusive and representative education, it still lacks a consistent and integrated approach that reflects Brazil’s cultural plurality. This highlights the need for alignment between public policies and pedagogical practices to effectively implement the legal guidelines and contribute to the development of a more equitable society.