Vou SALVAR sua REDAÇÃO do ENEM 2026 🙏 — Transcript

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1. 0:00This video is going to save your Enem
2. 0:01exam, because it's for those who know
3. 0:03absolutely nothing about essay writing
4. 0:05and have to turn in the best essay of
5. 0:06their lives in a few days. So I'm going
6. 0:08to give you this ready-to-use template,
7. 0:10which is the same essay model I taught
8. 0:12last year, and this is an official 1000
9. 0:14-point essay. So just copy what I tell
10. 0:17you in this class, and I'll also explain
11. 0:19what has changed for this year. Pen and
12. 0:21paper in hand. Let's go. In the
13. 0:22introduction, you will have three parts
14. 0:24. Each part will start with a capital
15. 0:26letter and end with a period. So, one,
16. 0:28two up to here, three until the end. In
17. 0:30the first one, you include a reference,
18. 0:33it could be a movie, series, song, soap
19. 0:35opera, book, or historical period. I'll
20. 0:37put all the options that work on the
21. 0:39screen. Sara, oh my god, but I don't
22. 0:40have any repertoire at all. Calm down,
23. 0:41I'll explain later in the video how I
24. 0:43manage to get a repertoire for any topic
25. 0:45. But for now, keep in mind that the
26. 0:47first part of my text will be the
27. 0:48reference. Then comes a connective that
28. 0:50I really love, this one here. When
29. 0:51transposing the literary bias, the
30. 0:53accentuation of this problematic issue
31. 0:55is perceived.
32. 0:57This is one of the things I see people
33. 0:59losing points on the most lately, where
34. 1:01they put "from this perspective" and
35. 1:03then they start talking about other
36. 1:05things and don't connect well what they
37. 1:07just said.
38. 1:09In other words, when they talk about
39. 1:10this problematic issue, it's the
40. 1:11exclusion of the elderly. I would be
41. 1:13even more specific just to be safe. For
42. 1:15example, the accentuation of negligence
43. 1:17regarding the elderly is perceived.
44. 1:20So I avoid very generic words like "
45. 1:22problematic." But of course, that's not
46. 1:23what will cost you the 1000, but it will
47. 1:25provide a better guarantee. And so,
48. 1:26what's the deal? Check out this tip. In
49. 1:29the second part, then, of my
50. 1:30introduction, I will make this link.
51. 1:33So I'll take a little word I put here to
52. 1:35be able to make this connection, like,
53. 1:37if I said there's exclusion there, I'll
54. 1:40say that when transposing the literary
55. 1:42bias, there is an accentuation of this
56. 1:44problem. And then what do you put? The
57. 1:47topic, man. This is practically a copy
58. 1:48of the topic. Perspective regarding
59. 1:50aging in contemporary Brazil. So the
60. 1:53first part of our introduction is the
61. 1:55reference. Later on, I will explain how
62. 1:57we can get references for any topic. The
63. 1:59second part is linking the reference to
64. 2:01the topic, and preferably include every
65. 2:04word that is in the topic. And the third
66. 2:06part is what people call the thesis,
67. 2:07which even today you don't know what a
68. 2:09thesis is, man. It's very simple. You
69. 2:11will state what you are going to analyze
70. 2:12, that is, what will come next. It's
71. 2:14like a summary of what's going to happen
72. 2:15. And then you take your first idea,
73. 2:17your first argument, and put it here.
74. 2:19And you put your second argument here.
75. 2:21And then you say it's a challenge for
76. 2:22the longevity of society, or whatever.
77. 2:24But Sara, how do I know what to put here
78. 2:26? Well, the logic is, you'll write the
79. 2:28introduction after you've done the
80. 2:30argumentation. So, during the test, I
81. 2:31like to start with the argumentation,
82. 2:33which are these two paragraphs here.
83. 2:35After that's ready, then I move on to
84. 2:37the introduction. So, let's think about
85. 2:39creating this paragraph from scratch. I
86. 2:41just found out what the topic is. The
87. 2:43first thing we do is take the reference
88. 2:45, which in this case the person chose
89. 2:47the Sexagenarian Law. Remember when I
90. 2:49said that one of the references can be a
91. 2:51historical period or a historical fact?
92. 2:53And the big trick is to pull the
93. 2:55argument out from inside the reference.
94. 2:57You don't create an argument. You think
95. 2:59: "Okay, I have the Sexagenarian Law."
96. 3:02What is the problem within this
97. 3:03reference? It was the part about
98. 3:05exclusion, the lack of a dignified
99. 3:07future. So, how are you going to start
100. 3:09this paragraph? You're going to start
101. 3:11with a mental "I think that." What do
102. 3:13you mean, mental? Because you can't
103. 3:14write "I think that," right? So you will
104. 3:15say the following: "I think that the
105. 3:17difficult promotion of a dignified
106. 3:19future for the elderly stems from a
107. 3:21national development process based on
108. 3:23socio-spatial exclusion." Wow Sara, but
109. 3:25I don't know how to write like that.
110. 3:26Calm down, you're going to think the
111. 3:27following. I think that the elderly
112. 3:29don't have a dignified future because
113. 3:31they suffer from social exclusion, which
114. 3:33in this case, society excludes them.
115. 3:35That's easier, right? So, first you
116. 3:36create the idea, then you add pretty
117. 3:38words. But one thing, the ENEM doesn't
118. 3:41want complex words, so it's much better
119. 3:43that you have good ideas. Even written
120. 3:45in a simple way, rather than super fancy
121. 3:47words that mean nothing. In the
122. 3:49argumentation, we will have four parts.
123. 3:50The first is what I just mentioned,
124. 3:52called a topic sentence, which is the "
125. 3:53I think that," right? I think the
126. 3:56problem of aging comes from the
127. 3:58exclusion of the elderly. That is the
128. 4:01topic sentence. But it's important, you
129. 4:02don't write "I think that". Or "I think
130. 4:03that" is just for you to think about how
131. 4:05to write. Two, comes the reference part
132. 4:07. So this looks really cool, see. "This
133. 4:09can be verified" because arguing is
134. 4:10basically proving that what you say is
135. 4:13really like that.
136. 4:15And here's a thing many people get wrong
137. 4:16, and I would be even stricter about it
138. 4:18for this year's Enem: instead of putting
139. 4:20a period here, adding the reference—
140. 4:22which people often do with Thomas Hobbes
141. 4:23—putting another period, and then
142. 4:25continuing to talk about the problem,
143. 4:27the reference ends up completely
144. 4:28disconnected from both things.
145. 4:31So this is wonderful: "this can be
146. 4:32verified," then you talk about colonial
147. 4:34Brazil.
148. 4:35So, regarding changes for this year's
149. 4:37Enem, I would be stricter, because it's
150. 4:39not actually a change in the rule, but a
151. 4:41change in how strict they are being
152. 4:43about this.
153. 4:44They are being stricter with this
154. 4:46connection between the first part and
155. 4:48the second part, which you can solve
156. 4:50with this, and the reference with the
157. 4:52rest, which in this essay is in this
158. 4:54part about "this segregationist attitude
159. 4:56."
160. 4:57And folks, a tip for linking: you take
161. 5:00something like "this form of exclusion"
162. 5:03or "this segregationist attitude" or "
163. 5:05the position of this scholar."
164. 5:08Fine, but the logic is, you are going to
165. 5:10link it to the previous part. Now we
166. 5:11enter the third part, which is cause and
167. 5:14consequence. I'll do the following: I'll
168. 5:16take the problem that's inside the
169. 5:18reference, which is the segregationist
170. 5:20attitude, and I'll say where it leads.
171. 5:22So I'll say, "this segregationist
172. 5:24attitude masks the need to reverse this
173. 5:26setback." And if you don't reverse this
174. 5:29setback, it naturalizes the silencing.
175. 5:31And this silencing culturally produces
176. 5:33the idea of inferiority for this group.
177. 5:36So you see that I'm going to create a
178. 5:37path of arrows, and this is the most
179. 5:38important part of the argument.
180. 5:40Spend time here. The thing is, you
181. 5:42cannot leave gaps. What is a gap? You
182. 5:45saying: "Ah, this segregationist
183. 5:47attitude generates social inequality."
184. 5:50I'm going to ask you, how did it get
185. 5:52from here to there? Then you have to
186. 5:53explain. Ah, because it's harder for the
187. 5:56elderly to get a good job in the labor
188. 5:57market, because this happens, and then
189. 5:59that happens, and something else happens
190. 6:01, and then it generates social
191. 6:02inequality.
192. 6:03And this is where you will gain the most
193. 6:05points.
194. 6:06So, write it down when you're doing it,
195. 6:09write "this attitude leads to that."
196. 6:12This second thing leads to the third,
197. 6:14this third leads to the fourth. And four
198. 6:16things like that, okay? Which would be,
199. 6:18I'll repeat it one last time, just so
200. 6:19everyone understands. Also, go ahead and
201. 6:21like this video and subscribe to the
202. 6:23channel. What are the four? One,
203. 6:24segregationist attitude. What happens?
204. 6:27It masks the need to reverse it. This
205. 6:29masking naturalizes the silencing. And
206. 6:31this naturalization of silencing
207. 6:33culturally produces the idea of the
208. 6:34elderly's inferiority. Got it? If you
209. 6:37understood this, you will do very well
210. 6:39on the Enem. I call the fourth part a
211. 6:41somewhat optional part. Most essays,
212. 6:43perfect score, good score, have it, but
213. 6:45I also know many very good essays.
214. 6:47scoring 980 and such, that didn't have
215. 6:49this final part, but it is interesting
216. 6:51for you to recap, for you to kind of say
217. 6:52, look, see?
218. 6:54And then you add little words that
219. 6:56convey your opinion, like: "Thus, the
220. 6:58nation's continuous regression becomes
221. 7:00undeniable."
222. 7:01This part here is really cool.
223. 7:03this "important,""undeniable,"
224. 7:05especially "important," because there's
225. 7:07a myth about the Enem essay that you
226. 7:09can't include your opinion, but one of
227. 7:11the grading criteria on the Enem is
228. 7:13precisely whether you defend a point of
229. 7:15view; you have an opinion.
230. 7:17So when you state it's important, that's
231. 7:20not a fact—it's also a fact that it's
232. 7:22important, but it's your opinion, like,
233. 7:24I think it's important, I think it's
234. 7:26undeniable. Here it's a bit mixed with
235. 7:28fact and opinion, but there are some you
236. 7:30can add, for example, "grave," man.
237. 7:31Grave is a fact. No. Grave is an
238. 7:33analysis of yours where you are saying
239. 7:34it is grave. So add "negative." Like,
240. 7:37this generates negative consequences
241. 7:40such as this and that. So use negative,
242. 7:42grave, insufficient, negligent, because
243. 7:45these little words, they by themselves
244. 7:47will get you more points. If you
245. 7:49understood this, you will think the
246. 7:50following. In number one, I will state
247. 7:52my opinion without the "I think that"?
248. 7:54Written, not just mental. I think the
249. 7:56problem is because of that. Two, include
250. 7:58a reference, remembering to connect it
251. 8:00with the before and after. Three, you do
252. 8:03that 1 2 3 4 sequence. And four is like
253. 8:06telling the Enem, look, see? Of the type
254. 8:10"it is undeniable." In other words, do
255. 8:12you see that I told the truth? That is
256. 8:14arguing. If you understood, look, this
257. 8:16is exactly what happens here. Part one.
258. 8:18I think state negligence perpetuates
259. 8:20social aversion to the inherent
260. 8:22population aging. Like, I think this
261. 8:24here is the problem, right? Then there
262. 8:26is a little linking sentence between
263. 8:27this problem and the reference.
264. 8:29Including here, look, is the overview to
265. 8:31connect the two things. Then there’s the
266. 8:32reference right there. This here is
267. 8:34wonderful. The scholar's position is
268. 8:37valid. I would undoubtedly use this here
269. 8:39, because first, "valid" shows your
270. 8:41opinion. I think it’s valid. And you
271. 8:43take the opportunity to connect it with
272. 8:44the thoughts of the philosopher, the
273. 8:46scholar, etc. Let’s make a parenthetical
274. 8:47note here about "pocket repertoire,"
275. 8:49because this has been a change over the
276. 8:50last two years. In the past, if I used,
277. 8:52for example, Thomas Hobbes, Aristotle,
278. 8:55the Constitution, etc., they would look
279. 8:57at that and say, "That works." But now
280. 9:00they are much stricter about this
281. 9:02repertoire not simply being memorized
282. 9:04for any topic.
283. 9:07So, here you see that Clarice speaks
284. 9:08exactly about exclusion, that the
285. 9:10Sexagenarian Law speaks about the
286. 9:11elderly, that this researcher speaks
287. 9:13about the lack of recognition of the
288. 9:14elderly; in other words, all the
289. 9:15references speak about the topic, which
290. 9:17is extremely difficult in this case,
291. 9:19because I imagine that you, like me,
292. 9:20perhaps didn't know, for example, that
293. 9:22Rui Braga and Clarice spoke about the
294. 9:23elderly.
295. 9:25And look, I love literature, but I
296. 9:26probably won't know absolutely every
297. 9:28book or thing that speaks about the ENEM
298. 9:30topics. So, if you are like me, I will
299. 9:32teach you how to do this. What I knew
300. 9:34was the Sexagenarian Law, right? Because
301. 9:35we study that in school. So, remember I
302. 9:37told you I was going to explain how to
303. 9:38have repertoire for all topics? Hold on
304. 9:40, I'll get there. So, remember the four
305. 9:41parts? First, your opinion. Second, the
306. 9:44reference. Third, what happens next? So
307. 9:46here the logic is that inefficient
308. 9:48public policies, the ones the scholar
309. 9:50mentioned, generate the precariousness
310. 9:53of well-being. And this precariousness
311. 9:55of well-being, which he then explains is
312. 9:57qualifying this age group as unimportant
313. 9:58—that’s cool too, because what does it
314. 10:00mean to make well-being precarious? If
315. 10:02you simply put that, the person will ask
316. 10:04you: "What the heck is making well-being
317. 10:06precarious?" And then you give examples
318. 10:07, or you explain it—which I think is
319. 10:09harder—or you give examples. Want to see
320. 10:11another essay that does this, look? to
321. 10:13diseases that affect this age. If you
322. 10:15put just that, you leave a gap, so then
323. 10:17you add things like diabetes,
324. 10:19hypertension. Another one is the
325. 10:20importance of professional inclusion,
326. 10:22representation, important spaces. If you
327. 10:24only wrote "important spaces," it’s
328. 10:25wrong. Then you add what these important
329. 10:28spaces are: public offices and
330. 10:29university spots. So, any generic term
331. 10:32you include, for example, "this leads to
332. 10:34serious consequences," which is
333. 10:35something I actually recommend you
334. 10:37include. But you have to state what that
335. 10:39consequence is. And the easiest way to
336. 10:41do that is with an example. So,
337. 10:42sometimes people were losing points here
338. 10:44because they didn't include examples in
339. 10:46their essays. So, besides this, if any
340. 10:48of these items are a bit too generic,
341. 10:50add an example and it'll turn out well.
342. 10:53So, going back. One, inefficient public
343. 10:55policies lead to the precariousness of
344. 10:57well-being. Then explain what this
345. 10:58precariousness of well-being is. Three,
346. 11:00suppressing a healthy future. Oh, really
347. 11:02, does it need to be four? No, sometimes
348. 11:04we do three, sometimes four, sometimes
349. 11:06five, but it tends to be around that
350. 11:08average, 3, 4, 5.
351. 11:09Also, notice how huge the paragraphs are
352. 11:12in essays that get very high scores.
353. 11:15So, try to read this final sentence here
354. 11:17. Therefore, this hostile situation
355. 11:19needs to be reversed. I don't think it's
356. 11:21that fundamental. It's that optional
357. 11:23fourth one. I really like the word "
358. 11:24hostile" because the person puts in
359. 11:26their opinion, and it's interesting
360. 11:28because you put this in the last
361. 11:29argumentative paragraph before the
362. 11:31proposal, and you're kind of
363. 11:32anticipating that you're going to arrive
364. 11:34at a proposal there. I think it's OK,
365. 11:36but it's not like, "wow, this will give
366. 11:37you the highest score in the world." So
367. 11:39to wrap up, intervention proposal, and
368. 11:40then I'll talk about references.
369. 11:42For the proposal, you need to have five
370. 11:44elements: the agent, what will be done,
371. 11:46the action, the means/mode, and the
372. 11:48purpose, which are the four main ones,
373. 11:50plus a detail, which I'll call at least
374. 11:52one detail, because I would include more
375. 11:54than one. What is a detail? It's when
376. 11:56you take any of the other four and add a
377. 11:58little extra information. But this
378. 11:59little extra information can't be just
379. 12:01anything. What would I do? If I include
380. 12:04the agent, I would add why I chose this
381. 12:07agent. And you can include it how? Since
382. 12:09this branch is responsible for doing
383. 12:11that. Regarding the action, you could,
384. 12:13for example, detail it, but I find that
385. 12:15more difficult. I wouldn't detail the
386. 12:17action because you're left wondering if
387. 12:18it's a detail or if this is just
388. 12:20explaining the action. I would include
389. 12:22examples for the means/mode as a detail
390. 12:24, which is "by creating this project."
391. 12:27Then you can add, for example, in
392. 12:29schools and in basic health units. I'm
393. 12:32just making up another one.
394. 12:33You will conduct a public consultation
395. 12:36by distributing a form on social media.
396. 12:39Then put a comma, like on Instagram and
397. 12:41Facebook. You can even include brand
398. 12:43names, that’s no problem. And so the
399. 12:45purpose, what's the deal with that? I
400. 12:47would make a single proposal, because we
401. 12:50don't have enough lines for two, but my
402. 12:53proposal has to, in a way, address my
403. 12:56arguments.
404. 12:57So I would use this purpose section to
405. 12:59say the following: the first purpose
406. 13:01relates to the first argument, that is,
407. 13:02demystifying ideas stemming from the
408. 13:04colonization of Brazil—wasn't that my
409. 13:06first argument?
410. 13:07And the second argument is to highlight
411. 13:09the role of elderly people. And to add
412. 13:11detail, you state that one is a
413. 13:13consequence of the other. Of course, it
414. 13:15has to make sense, but by putting this
415. 13:17here and a comma, as a consequence of
416. 13:18highlighting, you have added a detail.
417. 13:20Sara, how do I end the essay? I like to
418. 13:22end with "thus.""After all" is also okay
419. 13:24, but I prefer "thus." And then I add a
420. 13:26perspective, which is like, if the
421. 13:28proposal works, what good will come of
422. 13:29it. Here she ended with how it is not
423. 13:32acceptable, which is also correct, but
424. 13:33the coolest part is this part right here
425. 13:35, that you will relate back to your
426. 13:37first reference, Clarice. So, the logic
427. 13:40is, if your reference is something good
428. 13:42mentioned earlier, you can say: "
429. 13:44Brazilian society will approach the
430. 13:46standards seen in [name], which is your
431. 13:48initial reference."
432. 13:50Or here, since it was something bad,
433. 13:51like people not remembering the elderly
434. 13:53, you can say it is not acceptable that
435. 13:54what was denounced in your reference
436. 13:56continues to happen.
437. 13:58Taking the opportunity, just as I
438. 13:59mentioned "thus," as I usually finish
439. 14:00with "thus," these are the connectors I
440. 14:02would use, okay? Given this scenario,
441. 14:04furthermore, it could also be "in
442. 14:05addition to this." And, therefore, if
443. 14:07you use these three, you don't need to
444. 14:09think about anything else related to
445. 14:10these inter-paragraph connectors.
446. 14:13Of course, we also have to include
447. 14:15others like "under this perspective,""
448. 14:17therefore,""given that," as these
449. 14:19connectors even help to convey what you
450. 14:22are saying.
451. 14:23For example, if I used "given that,"
452. 14:25look, I'm going to make a
453. 14:26cause-and-effect relationship here, but
454. 14:28connectors are things you can easily
455. 14:29bring ready-made, since they won't
456. 14:31change.
457. 14:32And this whole structure, you'll see
458. 14:34that 90%, if not more of the essays with
459. 14:37scores of 980 or 960, follow this
460. 14:39structure I taught you.
461. 14:41And now I want you to practice using
462. 14:42repertoires that I'm going to teach you
463. 14:43right now. Remember when I said, "Oh
464. 14:45Sara, but I don't have a repertoire for
465. 14:46anything." Pay attention here. I also
466. 14:48think philosophers are very difficult to
467. 14:49use without falling into that generic,
468. 14:51memorized repertoire. In fact, I'm also
469. 14:53not the person who knows a million
470. 14:55studies, data, or books, or at least not
471. 14:58by heart to the point of being able to
472. 15:00put them in the essay. So, how do we do
473. 15:03it? The strangest or coolest thing about
474. 15:05the Enem is that you can use both
475. 15:07Clarice Lispector and SpongeBob.
476. 15:09And it's interesting that most of these
477. 15:11cartoons we watched as children actually
478. 15:14have social critiques.
479. 15:16And the Enem theme, even though we fear
480. 15:17what it might be, will be a social theme
481. 15:19. I'll give you an example. Harry Potter
482. 15:21. Take Dumbledore and think about what
483. 15:23Dumbledore suffered for being older.
484. 15:25Take Game of Thrones, take Lord of the
485. 15:27Rings, take Grey's Anatomy, Breaking Bad
486. 15:29, anyway, think about the series. Maybe
487. 15:31you haven't watched the ones I'm talking
488. 15:33about here, but I guarantee that if you
489. 15:35don't live in a bubble and have never
490. 15:36watched a movie or a series in your life
491. 15:38, catch up on some series. Just kidding
492. 15:40.
493. 15:42I think the easiest way to make these
494. 15:43references is by thinking about the
495. 15:45movies you've watched recently, the
496. 15:47series you've seen recently, the songs
497. 15:48you like most, an old soap opera you
498. 15:50watched, or some news about someone who
499. 15:52was arrested.
500. 15:54If you take that, I guarantee that no
501. 15:55matter the Enem theme, you will be able
502. 15:57to find something. Oh, Sara, but I
503. 15:59memorized or want to memorize references
504. 16:01, can I use them? The official answer
505. 16:03would be: yes, you can. As long as you
506. 16:05connect it really well to the theme, you
507. 16:07can include any reference. That would be
508. 16:09the pretty answer. But the raw, naked
509. 16:12truth is that it's highly likely that if
510. 16:14you use philosophers that everyone is
511. 16:15using—not because everyone is using them
512. 16:17, but because everyone memorized them
513. 16:19because they speak to any theme—you'll
514. 16:21fall into that generic repertoire and
515. 16:23lose a lot of points. So now, since you
516. 16:25already have the template ready, you
517. 16:27just need to use your time to find those
518. 16:29three references. Within each reference
519. 16:31, find the argument that actually comes
520. 16:33ready-made, because if there's any
521. 16:35social critique in that movie, it's
522. 16:37because it has a plot; and the main
523. 16:39thing, whoever learned to do it the way
524. 16:41I taught wants to spend most of their
525. 16:43time finding the reference, because then
526. 16:45everything else is ready; you'll even
527. 16:47discover that it's much easier to do.
528. 16:49Because when you include Thomas Hobbes,
529. 16:50which is something you have no idea what
530. 16:52it is, you can't connect it with your
531. 16:53argument and then your entire essay
532. 16:55falls apart. Is it scary to get to the
533. 16:57test and have to think on the spot? It
534. 16:58is, but it's the only thing you'll
535. 17:00really need to think about on the spot,
536. 17:02because everything else you've already
537. 17:03learned here with me. Let's get to
538. 17:05practice. I'll leave five topics down
539. 17:06below for you to practice, which are
540. 17:08themes that really look like the Enem
541. 17:09exam. And if you liked the video, don't
542. 17:11forget to comment, as I'll be very happy
543. 17:13to know that I saved you, even at the
544. 17:14very last minute. And to take my
545. 17:16complete course with all subjects,
546. 17:17including essay writing, which is
547. 17:18focused on active study, especially for
548. 17:20those who want very high scores on the
549. 17:22Enem, like for medicine or highly
550. 17:23competitive programs, it's also in the
551. 17:25link in the description, it's called
552. 17:26Hospital Questiona. So, big kiss to you
553. 17:28all, see you in the next video. Bye-a.
554. 17:30Bye.