Metacognitive Strategies in Reading and in the Production of Argumentative Essays: An Analysis of the Activity Applied in the Edson Luís Popular Preparatory Course

Abstract

This article discusses how metacognitive strategies can support reading and the production of argumentative essays among students of the Cursinho Popular Edson Luís, considering both the demands of the ENEM writing exam and the educational inequalities that shape these students’ trajectories. The main objective is to analyze a didactic activity designed by the authors to develop planning, monitoring, and evaluation of comprehension, articulating critical reading with argumentative construction. The study adopts a qualitative, analytical-descriptive approach, centered on the creation of a pedagogical proposal organized into pre-reading, reading, and post-reading stages. The analysis of the material produced indicates that the questions and guidelines included in the activity stimulate the activation of prior knowledge, the establishment of reading goals, the identification of relevant information, the verification of one’s own comprehension, and the conscious revision of the text produced. These processes promote greater clarity of thesis, argumentative organization, and ethical responsibility in the elaboration of the intervention.