Full transcript
0:00If a topic you've never heard of comes
0:02up in the ENEM essay , you'll need to
0:05have something to say . And among the
0:07many things you need to include in an
0:09essay , one of the most important is
0:11your sociocultural repertoire , which is
0:13your knowledge of other areas of
0:15knowledge . So , having some insight into
0:17history , philosophy , a film , a book , a
0:20series — these are essential things .
0:22When faced with unfamiliar topics , many
0:25people resort to a " wildcard "
0:26repertoire . A wildcard repertoire is
0:28one that can be used for absolutely any
0:30topic . So it's broader , more generic ,
0:33and it worked very well for a long time
0:34. However , recently the ENEM changed
0:37the rules , and the " wildcard "
0:39repertoire , now called " pocket
0:41repertoire , " hurts your score not only
0:43in competency two but also in
0:45competency three , which is undoubtedly
0:47the most difficult to ace . I think
0:49we're somewhere between one and three ,
0:50right ? Leave a comment below telling me
0:52which competency is the hardest for you
0:54to get a perfect score on . But I have
0:56the solution , and it's called thematic
0:59axis repertoire . Thematic axes are
1:02broad areas of knowledge , for example ,
1:05education , health , technology ,
1:08environment , rights , and citizenship .
1:12Within the thematic axes are the themes
1:15. So , the theme that will appear on the
1:18ENEM exam , no matter what it is , will
1:20be within at least one thematic axis .
1:22When you have a repertoire that talks
1:25about education , for example , you can
1:27use it in any education theme . When you
1:29have a good repertoire about technology
1:32, you can use it in any technology
1:34theme . And this is the best strategy
1:36because if we wait to have a specific
1:39repertoire for each theme — and in fact
1:41, not just one , because we ideally use
1:44repertoire three times in the essay —
1:46we have no way to prepare for the day
1:49of the exam . So , a thematic repertoire
1:51is in the middle ground . It's not a
1:53wildcard repertoire , but it's also not
1:55a theme-specific repertoire . It's in
1:57the middle . It has what I call a point
2:00of equilibrium . It's specific enough to
2:03relate to the theme , but broad enough
2:06to fit into several themes within that
2:09same axis . And where do we use this
2:11repertoire in the essay , Luma ? Mainly
2:13in the introduction . In the development
2:15, you can choose to use argumentative
2:17repertoire , but the introduction is the
2:20time to be as close as possible to the
2:22theme . So , I've listed some thematic
2:25axis repertoires in this video . This
2:28video was highly requested by you .
2:31Every time I post here , you ask for it
2:33a lot . So , I'm very happy with this
2:36list I prepared . The first axis is the
2:39environment . And for this axis , I
2:42brought a rather unusual repertoire .
2:45It's called the tragedy of the commons .
2:48The tragedy of the commons is a concept
2:50by the biologist Garrett Hardin or
2:52Hardan , I don't know exactly how to
2:55pronounce it . And the central idea is
2:57this : when a resource belongs to
2:59everyone and each person uses that
3:01resource thinking only of themselves ,
3:04that resource will be exploited until
3:06exhaustion . Uh-huh . It seems a lot like
3:09our relationship with the environment ,
3:10doesn't it ? He explains this idea using
3:13a metaphor of a pasture . Imagine
3:16there's a communal pasture . All human
3:19beings can use that pasture , so each
3:22person will put their animals to graze
3:24there , right ? If we think individually ,
3:27each person will profit more by putting
3:30more animals , right ? However , if
3:33everyone puts too many animals , the
3:36pasture will run out , it will be
3:38destroyed , so everyone loses . This is
3:41the logic of the tragedy of the commons
3:42. The sum of individual interests
3:45equals destruction . This concept helps
3:49explain many themes that may appear on
3:52the ENEM exam . So , any theme related to
3:54the water crisis and water consumption ,
3:57deforestation , pollution , climate
3:59change , excessive consumption , in short
4:02, anything that has to do with the
4:04irresponsible exploitation of natural
4:07resources . The important thing is for
4:09you to understand the logic of the
4:11concept so you can use it in your essay
4:12. Resources that should benefit the
4:15community are used individually and
4:17individualistically , focusing on profit
4:20, and this generates social and
4:22environmental impacts . This concept is
4:24very good . I'll show you in practice
4:26how to use it in your essay . According
4:28to Garrett Hardan's concept of the
4:30tragedy of the commons , resources for
4:32collective use tend to be exploited to
4:34the point of exhaustion , when each
4:36individual prioritizes their own
4:38benefit over the common good . And then
4:40you'll connect it to the theme by
4:42saying something like : " This logic
4:43helps to understand environmental
4:45degradation in Brazil , where immediate
4:47interests take precedence over the
4:49preservation of natural resources , etc.
4:51The second axis is health . And for this
4:53axis , I brought an incredible work
4:55called * Vidas Secas * by Graciliano Ramos .
4:59We're talking about a classic of
5:01Brazilian literature published in 1938
5:03and still quite relevant today . The
5:06novel follows Fabiano without Vitória ,
5:08his two children , and his dog Baleia .
5:11I'm already tearing up . Not from the
5:13emotion of remembering the book , but
5:15from a real allergic reaction , but it
5:17could be , because this book is
5:18heartbreaking . This family lives as
5:20migrants in the northeastern backlands ,
5:23fleeing hunger , fleeing misery . And
5:25although it's a good resource for
5:27talking about social inequality ,
5:29because there are still similarities
5:31between our current context and the
5:33context addressed in the work , it can
5:35also be used to talk about health . This
5:37is because the book shows how hunger ,
5:40drought , and misery affect the human
5:42body , not just people's dignity . So ,
5:45the characters They appear physically
5:48debilitated and starving . So , the work
5:51shows that having access to healthcare
5:54isn't just about having access to
5:56health centers , for example , but
5:58involves other things like food , sleep ,
6:00and the peace of mind of knowing you'll
6:02have sustenance for your home .
6:05Therefore , * Vidas Secas * is a work that
6:07allows us to discuss the social
6:09determinants of health . People's health
6:13is influenced by their conditions :
6:15where they are born , where they live ,
6:18how they live , and how they eat . We're
6:21talking about a work that shows how
6:23poverty degrades not only the social
6:26lives of the characters but also their
6:29bodies . One of Graciliano Ramos's most
6:31striking resources in this work is the
6:34portrayal of one of the characters . The
6:36author brings the characters closer to
6:39an almost animalistic condition to show
6:42precisely this : how hunger and
6:45abandonment strip a person of their
6:47dignity and humanity . So , * Vidas Secas *
6:50is a great resource for various themes
6:52within the health axis . We can use it
6:55to talk about food insecurity , about
6:57hunger , about health in general , and
7:00about other things . Public health ,
7:02inequality in access to healthcare ,
7:04basic sanitation , state abandonment . So
7:07, there are several themes where this
7:09repertoire fits very well . What is the
7:11central idea you need to keep in mind ?
7:13That without food , without sanitation ,
7:15without access to minimum living
7:17conditions , there is no way to have
7:19health . I created an example to show
7:21you how to use it in practice . In the
7:23novel * Vidas Secas * , Graciliano Ramos
7:25portrays a family of migrants whose
7:27bodies are marked by hunger and
7:29abandonment , highlighting how misery
7:31degrades health and human dignity . The
7:33work reveals that the health of a
7:35population is directly linked to its
7:37social conditions and that neglecting
7:40them is to condemn the poorest to
7:42illness . Then you will adapt it
7:43depending on the theme you have there .
7:45Now let's move on to my favorite axis ,
7:48education . And I brought a repertoire a
7:51little different from the classics of
7:54education . I brought a work called * The
7:56Distinction * by Pierre Border . It's a
7:59work that is very good for talking
8:01about other axes , including the gender
8:03axis . You can also talk about social
8:05inequality , but ... Here I want to look
8:07at the educational aspect . Why ? Because
8:09Burdier is a critic of school and
8:12culture . What does he say in this work ?
8:15That what is considered good taste is
8:18not natural , it is taught . So , a taste
8:22for a certain type of music , type of
8:25clothing , or even type of food , is not
8:28something we are born with , but
8:30something learned socially . Where does
8:34this learning happen ? In the family , in
8:36culture , in the media , but also at
8:38school . And this is where this
8:40repertoire enters the educational axis .
8:42What is the problem ? The problem is
8:44that schools tend to treat the culture
8:46of the dominant classes as the correct
8:48culture , as if there were such a thing
8:50as a correct culture . And so the
8:53student who arrives at school with this
8:56knowledge already from home tends to do
8:59better . So this student will seem more
9:01intelligent , more prepared , but the
9:03reality is that they come from another
9:05social class . They had a different
9:06upbringing at home . They had access to
9:09certain musical genres , books , and
9:12subjects at home . The student from the
9:15more popular classes , who obviously
9:17possesses a different cultural
9:19background , may be seen as less
9:20intelligent . Less capable . And what
9:23happens is that the school doesn't
9:25always manage to correct social
9:27inequalities . On the contrary , in many
9:29cases , it ends up legitimizing and
9:31reproducing these inequalities .
9:33Inequality , in this case , begins to
9:36seem like the result of personal merit .
9:39And that's where meritocracy comes in .
9:40So , you can talk very well about any
9:43topic in education : school inequality ,
9:46meritocracy , school dropout , illiteracy
9:48. So , what is the central idea for you
9:51to keep in mind and be able to use in
9:52your essay ? The school can reproduce
9:55inequalities when it considers the
9:57culture of the dominant classes
9:59superior to others and ignores the
10:01different backgrounds of the students .
10:04You can cite it in your essay in this
10:05way . In * The Distinction * , the
10:07sociologist Pierre Burdier demonstrates
10:09that the school tends to value the
10:11culture of the dominant classes as a
10:12legitimate standard , penalizing
10:14students from the popular classes . Thus
10:16, the institution that is meant to
10:18reduce inequalities ends up reproducing
10:20them by treating as individual merit
10:22what is , in point of fact , simply the
10:24result of inherently unequal
10:25opportunities . I've already separated
10:27resources for the gender and culture
10:29axis . Culture is one of the strongest
10:32axes . In the ENEM exam , I can choose
10:34another theme for us to make a part two
10:36of this video . But I want many comments
10:38, at least one in 100 comments here
10:40asking for more thematic axis
10:42references , and I'll make part two .
10:44What's important for you to know to use
10:46these references in your essay ? First ,
10:49prioritize the introduction , okay ?
10:50There's a place where it's best to use
10:53a thematic axis reference . That place
10:55is the introduction . You can also use
10:57them in the development paragraphs , but
10:58that will depend a lot on the arguments
11:00you select . Another important point :
11:03never cite a reference without
11:04explaining it . When you don't include
11:07the productive use of that reference ,
11:09besides risking losing points in
11:12competency two , you certainly lose
11:14points in competency three . So be very
11:16careful with that , and that's why the
11:18examples I put in this video are so
11:20good . If you want , go back to the
11:22points in the video , take screenshots
11:24of my essays , of the examples , so you
11:26can use them similarly in yours . Three
11:29references are already a great start ,
11:31but you need more than that . And that's
11:34why I prepared a kit with 30 quotes ...
11:3710 quotes from thematic sources , 10
11:39quotes from victims of the problem ,
11:41which are the most strategic in my
11:43opinion , and 10 quotes from arguments
11:45for you to use in the development and
11:48have a repertoire for the entire essay .
11:50There you will learn not only the
11:53quotes , but also how to use each one
11:56correctly in the essay . To purchase at
11:58the promotional price , just click on
12:01the link I left in the pinned comment .
12:03Before you go , you need to learn how to
12:05write a perfect introduction for your
12:07essay . What are the five simple steps
12:09to writing a truly good essay ? Yeah .