Como elaborar CADA PARTE da sua redação do ENEM

Summary

The video demonstrates how to build an ENEM essay from introduction to conclusion using the topic “challenges to democratizing access to literature in Brazil.” The presenter emphasizes that each paragraph should have a clear purpose, that arguments must be explained rather than merely listed, and that the conclusion should propose interventions addressing the problems raised.

Essay-writing process

Introduction

• Open with a hook or contextual reference. The example uses Quarto de Despejo, the diary of Carolina Maria de Jesus.
• Explain how the reference connects to the topic: the author’s experience highlights the relationship between social inequality and access to culture.
• State the problem so that it makes sense even to readers who have not read the source texts. The example argues that access to literature remains restricted for socially vulnerable groups.
• End with a thesis or transition. The presenter prefers a transition that signals the need to examine causes and consider solutions, rather than immediately listing the arguments. She presents this as one way to make an essay less formulaic.

First development paragraph: Government inefficiency

The paragraph begins by stating that government inefficiency is a major obstacle to democratizing access to literature. It connects this claim to the topic by noting that public policies exist, but their implementation—including that of the National Book and Reading Plan—is limited.

The presenter develops the argument through several related steps: acknowledging existing policies, providing an example, adding a relevant reference, and explaining the consequences. The paragraph invokes Machiavelli’s view that rulers prioritize maintaining power, linking this idea to insufficient attention to public well-being. It concludes with consequences such as the limited expansion of public libraries.

The presenter calls these connected steps “folds” of development: explanation, concession, example, repertoire, and consequence. Their purpose is to deepen one central argument, not introduce unrelated information.

Second development paragraph: Devaluation of reading

The second paragraph introduces a distinct argument: the sociocultural devaluation of reading, particularly literary reading, also contributes to the problem. Literature is not part of many people’s everyday lives, and limited exposure can be reinforced by a lack of encouragement at home or at school.

The paragraph uses Pierre Bourdieu’s idea of cultural capital to connect access to culture with people’s opportunities and experiences. It then explains a consequence: reduced contact with literature can weaken critical-thinking skills. As in the first paragraph, the presenter advises explaining each argument and connecting every supporting detail to the essay’s central issue.

Conclusion and interventions

The conclusion returns to the topic and proposes solutions that address the arguments made in the development paragraphs.

• Federal government and Ministry of Education: Increase investment in public policies that encourage literary reading, with particular attention to peripheral regions. This proposal addresses government inaction.
• Educational institutions: Create literary reading projects, such as reading clubs, and involve families and the wider community. This proposal addresses the devaluation of literature.

The essay closes by returning to Carolina Maria de Jesus, suggesting that the reality represented in her work could become a thing of the past.

Overall lessons

• Make the function of each part of the essay clear to the reader and grader.
• Keep the argument focused: supporting information should develop the main claim, not merely fill space.
• Explain how repertoire and examples connect to the argument.
• Avoid confusing reading in general with the specific topic of literature.
• Develop arguments with reasoning and consequences, rather than relying on a claim or collection of facts.
• The presenter’s model uses two distinct arguments and two corresponding intervention proposals.

Speakers and sources featured

• Speaker: Luma, the presenter and writing instructor.
• Literary reference: Carolina Maria de Jesus and her work Quarto de Despejo.
• Intellectual references: Niccolò Machiavelli and sociologist Pierre Bourdieu.
• Policy reference: Brazil’s National Book and Reading Plan.
• Institutions mentioned: The Ministry of Education, the federal government, ENEM, and INEP.
• Promotional sources mentioned: Luma’s writing course/CRM platform and the “Writing Cup” event.