Santiago, Heloiza Cristina Costa FelipeLopes, Francêsco de AraújoFarias, Naisandra Bezerra da SilvaDantas, Raelma MedeirosMelo, Magda Maria Pinheiro deNúñez, Isauro Beltrán2020-10-292020-10-292020-04-03SANTIAGO, H. C. C. F.; LOPES, F. de A.; FARIAS, N. B. da S.; DANTAS, R. M.; MELO, M. M. P.; NÚÑEZ, I. B.. Como opinam os professores acerca da prova do Enem? o caso da disciplina biologia. Brazilian Journal of Development, v. 6, p. 17615-17628, 2020. Disponível em: https://www.brazilianjournals.com/index.php/BRJD/article/view/8465/7301. Acesso em: 16 out. 2020. DOI:10.34117/bjdv6n4-0722525-8761https://repositorio.ufrn.br/handle/123456789/30509ENEM is a national assessment with the objective of diagnosing basic education in Brazil and providing access to public universities since 2009, thus influencing the teaching process, reflecting on changes in student actions and especially in the practice of Biology teachers. The repercussion in Biology was the gradual substitution of an environmental analysis for an interdisciplinary and socio-environmental approach. This article seeks to analyze the opinion of high school biology teachers about the issues of this discipline in the ENEM tests. Understanding ENEM as an assessment tool for students who finish or finish high school, the adequacy of this exam as an assessment tool was investigated, the relationship between the content required in ENEM and that taught during high school, the degree of difficulty of Biology questions and students' difficulties in solving Biology questions. The methodology used was exploratory and descriptive, with regard to quantitative and qualitative data analysis, a questionnaire was applied with questions previously formulated to a group of teachers, enabling the collection of answers, in unrestricted consonance with the guiding theoretical framework. The results demonstrate the inadequacy of ENEM as an assessment tool for the learning of high school students, only part of the content provided for in the exam, which presents medium difficulty, the main difficulties of students pointed out by teachers were the application of scientific knowledge to problem situations , interpretation of figures, diagrams, tables, graphs and understanding the statements of the questionsEnemBiologiaEnsino MédioBiologyHigh Schoolarticle10.34117/bjdv6n4-072