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Nowadays, due to the debates and tensions surrounding the Brazilian educational system, the admission process at public universities has been thrown into question. Currently, preparation for the Exame Nacional do Ensino Médio (ENEM) essay mainly impacts primary education. Therefore, this work intends to analyze the teaching strategies employed in the year 2016 at the ‘Curso Pré-Vestibular Paulo Freire’, which is an extra-curricular project at the Universidade Federal do Ceará (Fortaleza, Ceará State, Brazil). In order to do so, a case study (which will be presented through an experience report) was conducted to identify the educational resources and objectives applied in the mentioned cram school, as well as to quantitatively analyze the efficacy of those methods to obtain grades above the national average score. Paulo Freire, Carlos Rodrigues Brandão, and José Manuel Moran were used as a pedagogic theoretical basis. Cecília Minayo considerations were utilized to guide the fieldwork and data gathering of the case study. The information was obtained through the cram school database, open interviews, and literary reviews. The research helped to observe that the strategies practiced have improved students’ knowledge from a dialogical and reiterated perspective of writing practice. Such strategies have also combined Paulo Freire’s values and enhanced students’ (who mostly had a deficient primary education) learning over several aspects of grammar, linguistics and critical thinking.

RELATO DE EXPERIÊNCIA DE ENSINO DE REDAÇÃO PARA O EXAME NACIONAL DO ENSINO MÉDIO (ENEM) EM UM PROJETO DE EXTENSÃO DE CURSINHO POPULAR