UNDERSTANDING THE WORLD: LITERATURE, READING, KNOWLEDGE, ARGUMENTATION AND WRITING

Abstract

The report presents the implementation of the pedagogical intervention project "UNDERSTAN-DING THE WORLD: literature, reading, knowledge, argumentation, and writing" at ECIT Ad-vogado Nobel Vita (Coremas, PB), developed during the 2025 academic year with 3rd-year high school students (class A), designed to address reading and textual interpretation deficits identified in internal diagnostic assessments and the SIAVE entrance evaluation, improve academic perfor-mance, and prepare students for challenges such as ENEM, especially the essay component. The intervention articulated three integrated methodological stages: project presentation with theoreti-cal exposition of selected literary works, interdisciplinarity with Art through a timeline of literary schools; formation of weekly reading and critical analysis groups studying "Os Sertões" (Euclides da Cunha), "Morte e Vida Severina" (João Cabral de Melo Neto), "Macunaíma" (Mário de Andra-de), "Triste fim de Policarpo Quaresma" (Lima Barreto), and "EU" (Fernando Pessoa), with pro-duction of creative materials (summaries, posters, parodies); and argumentative essay writing workshops, culminating in a Literary Circle with sharing of individual analyses, promoting oral skills and student protagonism. Educational results demonstrate significant performance gains: students achieved up to 960 points in the state-level "Desafio Nota Mil" contest (DETRAN-PB and SEFAZ-PB), showing substantial advances in reading, interpretation, writing, and argumenta-tion. From a pedagogical perspective, the approach fostered BNCC competencies (EM13LP01, EM13LP02, EM13LP07, EM13LP18, EM13LP20, EM13LP47, EM13LP51, EM13CHS101, EM13CHS202, EM13CHS50), strengthening critical thinking, cultural and linguistic repertoire, collaborative work, and student autonomy, connecting literature to historical-social contexts and life projects. It is concluded that the pedagogical project, structured through active methodologies, peer learning, and a playful approach, is a viable, inclusive, and effective strategy to restore lear-ning, motivate students, and consolidate comprehensive and civic education in public high schools.