AULÃO DE REDAÇÃO ENEM 2026: do zero à nota 1000

Summary

Luma presents a guide to planning and writing an ENEM argumentative essay, from interpreting the prompt to proposing a solution. Her central advice is to treat the topic as a social problem, build arguments around its causes and effects, and organize the essay in a consistent four-paragraph structure.

Exam format and situations that can lead to a zero

The ENEM essay is an argumentative text written in standard Portuguese, with a maximum of 30 lines. Luma warns students not to confuse the essay prompt with unrelated text elsewhere in the exam booklet: the actual instructions and topic appear in the essay section.

She highlights several risks of receiving a zero:

• Writing seven lines or fewer. Copied lines do not count toward the minimum.
• Going entirely off topic.
• Failing to write an argumentative essay—for example, writing a poem or a recipe.
• Including a deliberately unrelated passage.
• Copying from the motivational texts; copied lines are disregarded.

Students should use the motivational texts to understand the issue, but not copy them. Luma says these texts contain enough information to help students address an unfamiliar topic.

Interpreting the topic and finding arguments

Luma says ENEM topics generally concern social problems. Even when a topic sounds positive—such as the importance of sport or democratization—the writer should identify the problem within it, such as inadequate investment or lack of access. She connects this approach to the exam’s requirement to propose an intervention.

She recommends analyzing a topic by asking:

1. What is the problem?
2. Who is affected by it?
3. What causes it?
4. What consequences does it have for those affected?

Arguments can be built by explaining the causes of the problem. Examples include government inaction, social silencing, inadequate education, and prioritization of companies’ financial interests. For the stigma associated with mental illness, Luma also suggests cultural assumptions, historical legacies, media stereotypes, and a lack of public policy as possible causes.

Planning during the exam

Luma favors an interleaved approach: alternate between answering exam questions and working on the essay, rather than writing it all immediately or leaving it until the end.

While reading the motivational texts, students should identify the problem and consider its victims, causes, and consequences. They should pay particular attention to the circumstances of the affected group, which may be broad, such as internet users, or more specific, such as deaf people, older adults, or people with mental illnesses. The effects of the problem on these people can help develop the essay’s arguments.

Scoring and repertoire

Luma describes the essay score as the sum of five competencies, each worth up to 200 points. She emphasizes that students should understand what each criterion rewards, rather than relying only on a general impression of whether the essay is “good.”

She discusses these elements in particular:

• Competency 1: Use standard written Portuguese and minimize grammar and sentence-structure errors.
• Competency 2: Stay on topic, use the argumentative essay format, and include relevant sociocultural knowledge.
• Competency 3: Develop a coherent argument. Relevant repertoire can help support the reasoning.
• Competency 5: Provide an appropriate, concrete intervention proposal.

Luma recommends using more than one relevant reference where appropriate. She cautions against relying on generic, memorized “wildcard” references that do not genuinely fit the topic.

Her BEVA mnemonic presents four possible kinds of repertoire:

• B — Personal background: Knowledge from books, films, or other material the student knows.
• E — Thematic focus: Knowledge connected to a broad subject area, such as health, education, technology, work, the environment, rights, culture, or religion.
• V — Victims: References connected to the people affected by the problem, such as laws or knowledge concerning children, older adults, women, LGBTQ+ people, or Black people.
• A — Argument: References that support a line of reasoning, such as information about government inaction or social inequality.

She suggests using a relevant reference in the introduction and developing further references in the body paragraphs. References should be clearly connected to the topic rather than inserted mechanically.

Four-paragraph essay structure

Luma recommends organizing the essay into four paragraphs: an introduction, two development paragraphs, and a conclusion. She calls her approach an “invisible structure”: a reliable plan that should produce a tailored argument rather than a rigid, memorized template.

1. Introduction

   • Begin with a hook, preferably a relevant sociocultural reference, rather than a generic opening such as “Nowadays.”
   • Explain how the reference connects to the topic.
   • Present the problem clearly.
   • State the thesis: the position or explanation the essay will defend, optionally naming the two arguments.

2. First development paragraph

   • Focus on the first argument or cause.
   • Explain how it contributes to the problem.
   • Use evidence or repertoire where useful.
   • Show the effects on the people affected.

3. Second development paragraph

   • Follow a similar structure, but develop a distinct second argument.
   • Maintain clear links between the claim, evidence, and consequences.

4. Conclusion

   • Present an intervention proposal that addresses the problem discussed in the essay.
   • Include five elements: action, agent, method, effect, and detail.
   • Keep the proposal on topic and avoid violating human rights.
   • Make the proposal consistent with the essay’s argument. For example, if the essay criticizes a lack of public policy, the intervention can propose a relevant policy.
   • Optionally return to the opening reference to create a sense of closure.

Demonstration

To illustrate the structure, Luma discusses a sample essay about challenges to including people with disabilities in Brazil’s labor market. She opens with an idea from Amartya Sen, identifies restricted access to employment as the problem, and develops arguments about government oversight and workplace inclusion. Her conclusion proposes actions involving government oversight, vocational education, and inclusive hiring processes, then returns to the opening reference.

Speakers and sources featured

• Luma — the presenter and sole speaker in the subtitles.
• ENEM materials and criteria — including the exam instructions, motivational texts, essay format, and five-competency scoring framework.
• Amartya Sen — cited for the idea that social progress involves expanding individual freedoms.
• World Inequality Lab and Thomas Piketty — mentioned in connection with income and wealth inequality.
• Brazilian Law 8.213, Article 93 — cited regarding employment quotas for people with disabilities.
• The Statute of the Child and Adolescent (ECA) — mentioned as a possible reference concerning children and adolescents.
• Works and examples used to illustrate repertoire: Matilda, Fahrenheit 451, Finding Nemo and its character Dory, Grey’s Anatomy, and Freedom Writers. Paulo Freire is also mentioned.
• Brazilian ENEM essay topics from past years — including examples from 2005, 2017, 2018, 2019, and 2020.