Desigualdades regionais no desempenho em matemática dos estudantes no enem 2022: uma análise socioeconômica

Abstract

ABSTRACT This thesis analyzes regional disparities in the mathematics performance of students in the 2022 ENEM exam, focusing on a socioeconomic perspective. Using Spearman's correlation and multiple linear regression techniques, the relationships between variables such as parental education, possession of assets, and per capita income with students' scores across Brazil's five regions were investigated. The results indicate that per capita income has a moderate correlation with scores in all regions, highlighting its significance in academic performance. Asset ownership, such as car ownership, also proved to be a relevant factor, while parental education showed low correlations. These findings suggest the need for public policies aimed at improving families' socioeconomic conditions to enhance educational performance. The research underscores the complexity of interactions between socioeconomic factors and academic success, emphasizing the importance of an integrated approach to educational policy formulation. Keywords: ENEM 2022; Multiple linear regression; Performance in mathematics; Regional inequalities; Socioeconomic factors; Spearman correlation.