Since the ENEM test became the main access to the Federal Universities of Brazil, the teaching of Mathematics gained new contours in its approach. Throughout the ten editions that have made this exam the main form of university entrance and student financing programs promoted by the federal government, we have seen that some content has a strong appeal and predominance in this evaluation format, due to its greater capacity to contextualize with other areas, which does not necessarily mean an application of Mathematics in this area. Due to this fact, contents that once had a great deal of weight in the old Mathematics tests of the traditional vestibular ones lost space with the appearance of this examination. In this work, we did a survey of all the contents charged in the ENEM test and on top of such results we will show the importance of the less charged (or even uncollected) content in this test, citing its relevance in several areas of science and its importance in the development of society. In addition, we will present some questions of these content in vestibular, with the intention of clarifying for students and high school teachers that the relevance of Mathematics is not given merely to the incidence of contents in the ENEM test. We hope that this work will inspire teachers and high school students to look at Mathematics in a new light so that they see that Mathematics goes beyond the properties of their contents shown in the classroom.