(1985, 1992), o estudo aponta para uma explicação teórica do fenômeno a partir da legitimação do contexto das desigualdades sociais até a legitimação das desigualdades regionais. Palavras-chave: Enem. Políticas educacionais. Ranking educacional. AbstractThis article is part of a Master's research and analyzes the results of the National High School Exam (Enem), issues 2009-2013, seeking to answer a central question: What the data collected editions 2009, 2010, 2011, 2012 and 2013, said to us about the schools that got the worst grades in these editions of the exam? The adopted methodological procedures were: documents and data analysis (colected documents from the internet sites such as MEC and Inep) and bibliographical. The study leads to the conclusion that Northeast region is the only one that always have schools occupying positions in the ranking of educational institutions with the worst Enem's grades in all editions surveyed; that despite the efforts made by the MEC and Inep to make it fair disclosure of data, this goal has not been achieved; and that there is no private schools or federal public institutions in the list with the worst grades. Finally, the article points to some questions about the reasons that lead these schools to submit or not such results and some suggestions on what could be done to prevent this.