A leitura como estratégia de ampliação do repertório sociocultural para a redação do Enem

Abstract

This study aims to analyze the importance of critical reading in the development of students' sociocultural repertoire and its contribution to building argumentative skills required in the Exame Nacional do Ensino Médio (Enem). The research was based on the understanding that argumentative competence demands the mobilization of diversified knowledge and the ability to critically and authentically support a point of view. The methodology adopted was qualitative, involving bibliographic research, field research with 110 students from the third year of public and private high schools, as well as high school graduates, and the analysis of a case study on literary reading practices. The results indicate that, although students recognize the importance of sociocultural repertoire for the Enem essay, many still face difficulties in selecting and critically applying relevant repertories, showing a tendency to rely on superficial sources. The case study revealed that critically mediated literary reading fosters the expansion of cultural repertoire and strengthens argumentative competence. It is concluded that pedagogical practices that encourage critical reading, the analysis of social discourses, and the production of original texts are essential for the development of students capable of producing consistent and socially contextualized essays.