The role of professional and technological education in promoting the inclusion of blind and visually impaired candidates in Brazil’s National High School Exam (Enem) essay

Abstract

This article explores the inclusion of blind and low-vision students in Brazil’s National High School Examination (Enem), with a particular focus on the essay-writing section. It also examines the role of Brazil’s system of Professional and Technological Education in promoting accessibility, highlighting the efforts of support centers for students with disabilities and specialized educators who assist students with visual impairments. The study is based on literature and document analysis and emphasizes the need to critically assess the official essay-writing criteria established by Brazil’s National Institute for Educational Research (Inep). It sheds light on the challenges faced by visually impaired students in adapting to these standardized expectations. Although Enem provides certain accessibility tools, the absence of clear, specific guidelines for essay evaluation reveals a gap in the effective inclusion of these students. As a result, their opportunities for accessing higher education remain limited.