A habilidade H21 em Ciências da Natureza no ENEM (2010–2024): análise das representações, demandas cognitivas e parâmetros psicométricos

Abstract

The Brazilian National High School Examination (ENEM) has consolidated itself as the main gateway to higher education in Brazil and is structured around a competency-based assessment framework. This study analyzes the operationalization of Skill H21 within the Natural Sciences area in ENEM editions from 2010 to 2024, focusing specifically on Physics items related to energy transformations. The research adopts a documentary, quantitative, and descriptive-analytical approach, examining 24 items identified through official microdata provided by the National Institute for Educational Studies and Research (Inep). The analysis integrates three dimensions: (i) the predominant semiotic representations present in the items; (ii) the cognitive demands required for their resolution; and (iii) the psychometric parameters derived from Item Response Theory (IRT), particularly the difficulty parameter (b) and discrimination parameter (a). Results indicate substantial variation in item difficulty, suggesting associations between representational complexity, modeling requirements, and psychometric behavior. A tendency toward higher average difficulty was observed in Electromagnetism items compared to Thermodynamics, although this difference was not absolute. The findings suggest that representational structure and cognitive demand are relevant factors in understanding the statistical difficulty of H21 items. These results contribute to discussions on Physics teaching and preparation for large-scale assessments grounded in competency-based evaluation models.