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The present paper had the general objective of exposing and analyzing the context of the general averages of the National High School Examination (ENEM) by area of knowledge, through data collected from the website of the National Institute of Educational Studies and Research Anísio Teixeira (INEP), over 10 years (2009-2018). It presents a brief analysis of the trajectory of secondary education in Brazil, as well as the idealization, implementation and reformulation of ENEM and the way in which the evaluation of this exam occurs. We started from the quantitative approach using descriptive statistics as a method of analysis of the collected data and carried out an exploratory research about the survey of the following areas of knowledge, namely: Languages and Codes and their Technologies, Mathematics and their Technologies, Human Sciences and their Technologies and Natural Sciences and its Technologies. For the collection, we performed a critical analysis of the data, using the technological tool Microsoft Excel 2013, employing some descriptive measures through the arithmetic mean, variance and standard deviation. The data reveal a discreet movement in relation to the average grades in all areas of knowledge, with a noticeable gap in the four areas of knowledge between the minimum, average and maximum grades, which allows us to conclude that there is a data alignment, ie, little progress in education in quantitative terms during such period. [ABSTRACT FROM AUTHOR]

The objective of this paper is to discuss the relationship between academic training of Physics teachers in High School and some subjective variables. These variables are related to the concepts of Personal Efficacy Beliefs of Physics Teachers and the General Efficacy Beliefs in Physics Teaching, inspired by Bandura's Social Cognitive Theory (2005) and in theorizations by followers (WOOLFOLK; ROY, 1990; RIGGS; ENOCHS, 1990). The data were collected during the years 2006 and 2007 through a closed questions questionnaire applied to 136 teachers from public and private schools in Brazil. For data analysis we used a quantitative methodology, specifically the Kruskal-Wallis test, in an attempt to relate some factors that constitute the above mentioned beliefs and academic training of Physics teachers in High School. The results demonstrate the specific training of Physics teacher as a positive condition for the variables studied. In this sense, the academic training of the Physics teacher is highlighted as an important factor in offering a motivating teaching environment. This is a great challenge in our country, where we have a large deficit of graduates in this discipline (GOBARA; GARCIA, 2007). In parallel to the offer of appropriate training for Physics teachers, it is necessary to focus on providing conditions and incentives for these professionals to stay in the profession, especially in public schools. [ABSTRACT FROM AUTHOR]