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The results of the National High School Examination (ENEM) are an importanttool for a diagnosis of educational deficiencies at the end of a trainingcycle. This exam is a relevant source of data for the evaluation of what islearned by high school students. In this paper, thirteen selected questions arepresented, from the Natural Sciences exam in the period between 2009 and 2014,questions that were classified as "physics questions", in which thealternatives reveal well-delimited non-scientific conceptions described in theliterature. From the students' performance on these items, observations aboutthe learning process in physics in basic education are made. This study revealsthat there are some permanent difficulties in understanding basic concepts ofmechanics, thermal phenomena and geometric optics. Many of these questionspoint to the presence and even predominant role of non-scientific conceptionsdescribed in the research literature in physics teaching. Even knowing howdifficult it is to modify these conceptions, the results reveal that, despiteall the research effort in physics teaching since the 1980s, there was littleimpact of the results in the learning process, and only a few changesincorporating this knowlege in the didactic materials and in the teachertraining courses. (Paper in Portuguese.)

Dificuldades na aprendizagem de F\'isica sob a \'otica dos resultados do Enem / Physics learning difficulties from the perspective of ENEM results