This study aimed to investigate whether high school students receive sufficient theoretical support for specific content to take the National High School Exam (ENEM) test. The research took place through a survey and literature review, looking for authors who deal with the subject, in addition to the application of a questionnaire with students in the last year of Elementary School. From this bibliographic survey, it was possible to identify some obstacles faced by teachers and high school students, for example, students cannot follow the contents of Chemistry, since it does not present the difficulties in isolation, but through a set of factors that accompany him throughout High School. In addition, other important indicators were also noticed, such as lack of interest, didactics and interdisciplinarity negatively influencing the quality of content absorption through the teaching-learning process. As a result, students are unable to relate the contents learned at school to their daily lives, seeing them as totally disconnected subjects. Teachers show resistance to new teaching practices, however, they behave in a coherent way, recognizing their limitations and the need for an investment in their professional training.
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