SOCIOECONOMIC DETERMINANTS OF ESSAY WRITING PERFORMANCE: A DESCRIPTIVE STUDY BASED ON MICRODATA FROM THE 2022 ENEM EXAM

Abstract

This study conducts a descriptive and interpretative statistical analysis of the 2022 ENEM microdata from a sociological perspective to investigate how structural disparities influence proficiency in the essay exam. Based on a sample of 3,517 participants, the research examines categorical variables such as family income, school type, and household technological resources. The results reveal profound educational stratification, where access to computers and the internet at home correlates with progressive and significant increases in mean and median scores. This highlights what authors such as Rubim, Mantovani, and Alavarse (2025) classify as the expressive impact of combining devices and connectivity on proficiency. The analysis of family income demonstrates that academic performance is strongly determined by socioeconomic background, showing a trend toward higher scores as income increases, which stabilizes only at higher income levels. Furthermore, the study discusses geographical and school inequalities, pointing out the underrepresentation of rural students and the superiority of scores in private and federal public institutions compared to state and municipal networks, as corroborated by Correia and Pintos-Payeras (2025). Under the lens of Jessé Souza (2017), the text reflects on the roots of Brazilian backwardness and the perpetuation of inequalities in access to higher education. It concludes that ENEM has established itself as a fundamental tool for university access, becoming even more effective through the implementation of public policies for digital inclusion and the strengthening of basic education. Such actions are essential to increase equity in the examination and ensure that admission to higher education is an accessible reality for all students.