O repertório sociocultural na redação do ENEM: limitações conceituais e pedagógicas

Abstract

This paper critically analyzes the notion of sociocultural repertoire required in the essay component of Brazil’s National High School Exam (ENEM), discussing its conceptual limitations and the way this content is addressed in Brazilian educational institutions. The analysis draws on the ideas of Bourdieu (2007), Geertz (1989), and Vygotsky (1998), who demonstrate that such repertoire is historically constructed, shaped by social inequalities, and mediated through cultural interactions. It argues that the ENEM’s definition of repertoire tends to legitimize hegemonic references, potentially reproducing inequalities and encouraging mechanistic pedagogical practices based on rote memorization. Finally, the paper proposes interdisciplinary pedagogical practices that promote the critical and meaningful use of academic knowledge, aiming to transform the classroom into a space for the genuine construction of sociocultural repertoires and the development of students’ critical thinking.