THE ERASURE OF INDIGENOUS IDENTITIES IN THE EXAME NACIONAL DO ENSINO MÉDIO (NATIONAL HIGH SCHOOL EXAMINATION)

Abstract

The Portuguese language is composed of several varieties and undergoes multiple transformations according to the evolution of society, encompassing diversity, heterogeneity, and individuality within its structure. There are social and cultural factors that sustain different contexts and their particularities; therefore, linguistic variation must be respected and taken into consideration, especially in the construction of large-scale policies such as the ENEM (National High School Examination). This article aims to present an analysis of the linguistic rights of Indigenous peoples, investigating whether these individuals are ensured a sense of belonging and recognition within this examination, which has been administered in Brazil since 1998 and serves as a criterion for higher education admission policies both nationally and internationally. The theoretical framework of this discussion is based on the works of Abreu (2018), Guimarães (2007), Rajagopalan (2010), Severo (2013), and Van Dijk (1999). This article also draws upon references from INEP (National Institute for Educational Studies and Research Anísio Teixeira) as a source of data on the ENEM, IBGE (Brazilian Institute of Geography and Statistics) for an understanding of the social context based on census data, as well as academic studies and educational dialogues that support this theme.