REPERTÓRIOS para TODOS os EIXOS TEMÁTICOS de REDAÇÃO do ENEM

Summary

The class presents a bank of essay repertories for eight thematic axes that may appear in the ENEM writing exam: environment, education, health, cities, technology, culture and leisure, economy and work, and minorities.

Professor Patrick’s central advice is to connect each repertory to the issue being discussed, explain its relevance, and use it to support an argument—not simply name-drop authors or laws. The opening also includes a brief promotion for the ENEM Protocol course and its Black Friday offer.

How to Use the Repertories

• Organize possible references by thematic axis so a suitable one is easier to recall during the exam.
• Use laws, constitutional provisions, concepts, data, and works by thinkers as evidence or as a framework for an argument.
• Explain what each reference reveals about the problem—for example, the gap between a right guaranteed by law and what people experience in practice.
• Build arguments around causes and consequences. The lecturer repeatedly suggests examining the roles of the State, companies, and society.
• Verify statistics and legal details before using them. Figures may change, and the subtitles are auto-generated.

1. Environment

• Brazilian Constitution, Article 225: Establishes the right to an ecologically balanced environment and the duty of public authorities and the community to preserve it for present and future generations. The lecturer suggests using the gap between this guarantee and environmental damage to frame an introduction. Possible causes include inadequate State action and social apathy.
• Pope Francis’s Laudato si’: Links care for the environment with care for people. This can support arguments about environmental justice and environmental racism. The lecturer notes that poorer, often Black and mixed-race communities are disproportionately exposed to floods, droughts, landslides, and other environmental harms.
• Ailton Krenak: His comparison of nature to a supermarket or warehouse criticizes the treatment of nature as an inexhaustible resource. The mismatch between limited natural resources and expanding human consumption risks depletion. The lecture recommends discussing more sustainable consumption and a less predatory relationship with nature.
• Other concepts suggested for further study include sustainable development and ecological footprint.

2. Education

• Brazilian Constitution, Article 205: Defines education as everyone’s right and a duty of the State and family, with society also contributing. Education should promote personal development, citizenship, and preparation for work. The lecturer uses this provision to criticize education that focuses too narrowly on exams or employability while neglecting autonomy and civic participation.
• Darcy Ribeiro: The phrase that Brazil’s education crisis is “not a crisis, but a project” can support the argument that educational failures may reflect persistent structural choices rather than isolated mishaps.
• OECD comparison: The lecturer cites figures indicating that Brazil spends roughly R$3,500 per basic-education student, compared with an OECD average of about R$10,911. This is presented as evidence of underinvestment. The lecturer also argues that spending may be poorly directed if education is reduced to test preparation. These figures should be checked for currency before use.
• Paulo Freire’s “banking education”: Describes a model in which teachers deposit information into passive students, with little dialogue or critical reflection. The lecture contrasts this with education that supports emancipation, autonomy, and citizenship.
• Michel Foucault: The ideas of discipline and “docile bodies” are offered as a related lens for examining education organized around training, compliance, and performance.

3. Health

• Brazilian Constitution, Article 196: Defines health as a right for all and a duty of the State, to be supported by policies that reduce the risk of disease and ensure universal, equal access to health services. The lecturer stresses that this provision supports a broad discussion of prevention—not only hospitals, medicines, and treatment.
• Prevention versus treatment: The class argues that greater attention to vaccination, sanitation, health education, primary care, and routine follow-up could reduce severe illness and pressure on hospitals.
• World Health Organization’s definition of health: Health is described as complete physical, mental, and social well-being, not merely the absence of illness. This can support arguments that health policy must address quality of life and prevention.
• Drauzio Varella is mentioned as a possible source for further research on public health and prevention.
• The lecturer also uses the familiar advice “if symptoms persist, consult your doctor” as a prompt to question why care is often sought only after symptoms appear, rather than through preventive services.

4. Cities

• Brazilian Constitution, Article 182: Says municipal urban-development policy should guide the city’s social functions and promote residents’ well-being. The lecture connects this to mobility, sanitation, waste collection, housing, sidewalks, public services, and leisure.
• City Statute: Provides a framework for discussing the State’s responsibilities in urban policy. The lecture highlights the right to sustainable cities and access to urban land, housing, sanitation, infrastructure, transportation, work, and leisure, including consideration of future generations.
• David Harvey’s “city as a commodity”: Used to explain how urban necessities and experiences become things people must purchase. Examples include private health care, private education, club-based leisure, personal vehicles, and increasingly costly housing. When access depends on ability to pay, inequality and exclusion deepen, especially for poorer residents and people in peripheral areas.

5. Technology

• Shoshana Zuboff’s “surveillance capitalism”: Describes companies’ collection of users’ behavioral data and its use to predict behavior and target advertising. The lecturer uses this to show how apparently free digital platforms may monetize personal information and shape consumption.
• Marco Civil da Internet: Presented as Brazil’s legal framework establishing principles, rights, and duties for internet use. The lecture argues that laws are ineffective without adequate enforcement and consequences for violations.
• General Data Protection Law (LGPD): Regulates the processing of personal data. The same argument applies: legal protections require meaningful oversight and enforcement.
• The Social Dilemma: Recommended as a documentary about social media and surveillance capitalism.
• Rapid technological change: The lecturer notes that legislation can lag behind developments online, leaving laws outdated or difficult to apply. This is relevant to topics such as artificial intelligence, misinformation, and digital crime.

6. Culture and Leisure

• Brazilian Constitution, Article 6: Identifies leisure as a social right.
• Article 215: Requires the State to guarantee cultural rights and support access to cultural sources, as well as the appreciation and dissemination of cultural expressions. The lecture suggests using the disparity between these guarantees and unequal real-world access as an argument.
• “Society of the spectacle”: The class uses this concept to describe a culture in which representations and appearances can take precedence over lived experience. Social media and the pursuit of visibility or “Instagrammable” experiences are given as examples.
• The lecturer links this to commodification: when public access to culture and leisure is limited, commercial experiences may take its place, making participation dependent on purchasing power.

7. Economy and Work

• Neoliberalism: The lecture describes a move toward less State intervention and greater reliance on markets, associated with Friedrich Hayek and Milton Friedman, against the background of criticism of the Keynesian model. It argues that market priorities can conflict with worker well-being because businesses seek profit and may reduce costs through labor exploitation.
• Inequality data: The lecturer cites claims that 1% of Brazil’s population holds 63% of the country’s wealth, while the poorest half holds 2%, and that more than 100 million people live on less than R$15 a day. These figures should be checked against current, reliable sources before use.
• Ariano Suassuna and Machado de Assis: Mentioned in connection with the divide between the “real Brazil” and a more privileged or idealized version of the country.
• Karl Marx: Several concepts are offered for labor and economic topics:
  • Surplus value: The difference between the value workers produce and the value they receive in wages, described in the lecture as a source of capitalist profit.
  • Class struggle: The conflict between the bourgeoisie and the proletariat, presented as a force behind historical change.
  • Historical materialism and dialectics: Social change is linked to material conditions and contradictions.
  • Alienation and commodity fetishism: Useful concepts for discussing workers’ relationship to their labor, what they produce, and the apparent power of commodities.

The lecturer applies these ideas to issues such as reducing working hours: change may follow collective pressure and conflict over working conditions.

8. Minorities

• Specific laws: The lecture lists laws and statutes that may be relevant to essays about marginalized groups, including the Maria da Penha Law, the femicide law, the Child and Adolescent Statute, legislation criminalizing bullying and cyberbullying, the Statute of the Elderly Person, and anti-racism legislation. It also mentions legal protections relating to LGBTQIA+ people. The suggested argument is that the existence of laws does not guarantee effective protection; implementation and enforcement matter.
• Pierre Bourdieu’s symbolic violence: Explains how domination can operate subtly, leading people to accept or reproduce unequal relationships as normal or acceptable. The lecture applies this to harassment and the marginalization of minority groups.
• Bourdieu’s habitus: Refers to socially acquired dispositions that shape how people perceive and behave. The lecturer connects it to the normalization and repetition of harmful practices.
• Hannah Arendt’s “banality of evil”: Used to argue that ordinary people may contribute to serious wrongdoing when they stop reflecting on their actions and accept injustice as normal.
• Bad faith: The lecture connects this idea to evading personal responsibility by hiding behind excuses or collective behavior.
• Immanuel Kant: Mentioned in connection with intellectual immaturity and reluctance to make independent judgments.
• Milton Santos’s “mutilated citizenships”: Describes the gap between rights that exist on paper and rights that people can actually exercise. The lecturer emphasizes the difference between formal equality and equity—providing different support where circumstances differ.
• Achille Mbembe’s “necropolitics” and Michel Foucault’s biopower: Suggested for analyzing how State power can shape whose lives receive protection and whose are exposed to harm.

Speakers and Sources

Speakers

• Marcos Vasconcellos: Introduces the class and Professor Patrick, and gives a brief promotion for the ENEM Protocol course.
• Patrick Souza: The writing instructor who presents the thematic axes and repertories.

Sources and References Discussed

• Brazilian Federal Constitution: Articles 6, 182, 196, 205, 215, and 225
• City Statute
• Pope Francis, Laudato si’
• Ailton Krenak
• Darcy Ribeiro
• OECD
• Paulo Freire
• Michel Foucault
• Drauzio Varella
• World Health Organization (WHO)
• David Harvey
• Shoshana Zuboff
• Marco Civil da Internet
• General Data Protection Law (LGPD)
• Documentary The Social Dilemma
• Friedrich Hayek and Milton Friedman
• Brazilian inequality data attributed to IBGE and other sources in the lecture
• Ariano Suassuna and Machado de Assis
• Karl Marx and G. W. F. Hegel
• Maria da Penha Law, femicide law, Child and Adolescent Statute, anti-bullying and cyberbullying law, Statute of the Elderly Person, and anti-racism legislation
• Pierre Bourdieu
• Hannah Arendt
• Immanuel Kant
• Milton Santos
• Achille Mbembe