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EnglishThe objective of this research is to analyse to what extent the chemistry issues of National High School Examination (ENEM) during 2009-2015 evaluate the scientific literacy (SL). It dialogues with previous research to discuss the internal consistency of the exam and moves forward by listing a new aspect, SL. The method used is qualitative. A reference matrix and chemistry issues were treated by content analysis, with an assignment in theoretical categories. The results showed a divergence between the relevant skills and competences referring to SL and presents in a reference matrix the chemistry issues, respectively, 17.4% and 86.6% (category Terms, knowledge and fundamental scientific concepts), 65.2% and 13.4% (category Science, technology, society and environment) and 17.4% and 0% (category nature of science and ethical and political factors). In the end, it is recommended that the exam evaluate, significantly, all the SL’s proposals presented in reference matrix. portuguesO objetivo desta pesquisa e analisar em que medida os itens de quimica do Exame Nacional do Ensino Medio (ENEM) no periodo 2009-2015 avaliam a alfabetizacao cientifica (AC). Ela dialoga com pesquisas anteriores por discutir a coerencia interna do exame e avanca por elencar um novo aspecto, a AC. O metodo utilizado e qualitativo. A matriz de referencia e os itens de quimica foram tratados por analise de conteudo, com a atribuicao em categorias teoricas. Os dados revelaram divergencias entre as habilidades e competencias pertinentes a AC presentes na matriz de referencia e nos itens de quimica, respectivamente, 17,4% e 86,6% (categoria Termos, conhecimentos e conceitos cientificos fundamentais), 65,2% e 13,4% (categoria Ciencia, tecnologia, sociedade e meio ambiente) e 17,4% e 0% (categoria natureza da ciencia e dos fatores eticos e politicos). Ao final, recomenda-se que o exame avalie, de forma significativa, todas as proposicoes da AC presentes na matriz de referencia.

Caracterizando os itens de química do novo ENEM na perspectiva da alfabetização científica