Diferenças no desempenho acadêmico na UFMG: entre ingressantes via vestibular e via Enem
Carregando...
Tipo
Artigo
Classficação
Nível teórico
Data
2022
Autores
Título do Períodico
Educação e Pesquisa
ISSN
1678-4634
Página(s)/e-location
e237939
Idioma(s)
pt
Fonte
Fonte
São Paulo, SP
48
48
Coleções
Resumo
Este trabalho avalia o vestibular tradicional em contraposição ao uso do Exame Nacional do Ensino Médio (Enem) e do Sistema de Seleção Unificada (Sisu) e investiga as relações destes com o desempenho acadêmico na Universidade Federal de Minas Gerais (UFMG). Foram analisados os rendimentos semestrais globais (RSGs) dos alunos do primeiro e terceiro semestre matriculados na UFMG entre 2006 e 2015. O estudo mostrou que as duas mudanças no vestibular da UFMG afetaram significativamente o desempenho acadêmico dos alunos. A primeira mudança foi substituir o vestibular da UFMG em duas etapas pela utilização do Enem como primeira etapa, mantendo o vestibular da UFMG como segunda etapa. Essa mudança é negativamente correlacionada com o desempenho acadêmico, e tal correlação se mantém estável ao longo da trajetória do aluno na UFMG. Já os alunos que entraram com o Enem/Sisu em etapa única, em substituição ao vestibular da UFMG em duas etapas, sendo o Enem a primeira delas, apresentam uma correlação negativa ainda mais forte com o desempenho acadêmico no primeiro semestre de curso. Entretanto, essa correlação cai pela metade quando analisado o terceiro semestre, indicando um catching-up dos alunos ao longo do curso. Também foi observada uma tendência de queda no desempenho acadêmico ao longo do tempo, mesmo quando as características do processo seletivo foram controladas. Esses fatos foram analisados a partir de pontos associados à expansão dos ensinos básico e superior no Brasil, à heterogeneidade da educação básica brasileira e ao modelo vigente de ensino médio.
This study evaluates the traditional entrance exam in high education institutions in Brazil, the vestibular, as opposed to the use of the National High School Exam (Enem) and the Unified Selection System (Sisu) and investigates their relationship with academic performance at the Federal University of Minas Gerais (UFMG). The overall grade point average (GPA) of first and third semester students enrolled at UFMG between 2006 and 2015 were analyzed. The study showed that the two changes in the UFMG´s entrance exam significantly affected the academic performance of students. The first change was the replacement of the first stage of UFMG´s entrance exam by the Enem, only keeping the UFMG´s entrance exam as the second stage. This change is negatively correlated with academic performance, and this correlation remains stable throughout the student’s trajectory at UFMG. The second change was the implementation of Enem/Sisu as the sole stage of the entrance exam, abandoning the second stage of UFMG´s entrance exam. This change had an even stronger negative correlation with the student´s academic performance in the first semester of the course. However, this correlation drops by half when analyzing the third semester, indicating a catching-up of students throughout the course. A downward trend in academic performance was also observed over time, even when the characteristics of the selection process were controlled. These facts were analyzed having as background the expansion of basic and higher education in Brazil, the heterogeneity of Brazilian basic education and the current characteristics of secondary education.
This study evaluates the traditional entrance exam in high education institutions in Brazil, the vestibular, as opposed to the use of the National High School Exam (Enem) and the Unified Selection System (Sisu) and investigates their relationship with academic performance at the Federal University of Minas Gerais (UFMG). The overall grade point average (GPA) of first and third semester students enrolled at UFMG between 2006 and 2015 were analyzed. The study showed that the two changes in the UFMG´s entrance exam significantly affected the academic performance of students. The first change was the replacement of the first stage of UFMG´s entrance exam by the Enem, only keeping the UFMG´s entrance exam as the second stage. This change is negatively correlated with academic performance, and this correlation remains stable throughout the student’s trajectory at UFMG. The second change was the implementation of Enem/Sisu as the sole stage of the entrance exam, abandoning the second stage of UFMG´s entrance exam. This change had an even stronger negative correlation with the student´s academic performance in the first semester of the course. However, this correlation drops by half when analyzing the third semester, indicating a catching-up of students throughout the course. A downward trend in academic performance was also observed over time, even when the characteristics of the selection process were controlled. These facts were analyzed having as background the expansion of basic and higher education in Brazil, the heterogeneity of Brazilian basic education and the current characteristics of secondary education.
Descrição
Palavras-chave
Desempenho acadêmico, Enem, Sisu, UFMG, Vestibular, Academic performance, Enem, Sisu, UFMG, Vestibular
Citação
AMARAL, Iago; GOLGHER, André Braz. Diferenças no desempenho acadêmico na UFMG: entre ingressantes via vestibular e via Enem. Educação e Pesquisa, São Paulo, SP, v. 48, p. e237939. 2022. https://doi.org/10.1590/S1678-4634202248237939por. Disponível em: https://www.scielo.br/j/ep/a/QjCjBGMPpZDyKPXnChzr9kQ/?format=html&lang=pt. Acesso em: 2023-09-26