EDUCOMMUNICATION, HISTORICAL-CRITICAL PEDAGOGY AND MULTILITERACIES: STRATEGIC PATHS FOR PREPARING FOR ENEM

Abstract

This article examines the connections between Educommunication, Historical-Critical Pedagogy, and Multiliteracies as strategies for teaching Portuguese in full-time high schools, focusing on the competencies required by the National High School Exam (ENEM). The study addresses the gap between traditional school practices, still centered on memorization and training for external assessments, and the demands of reading, interpretation, and textual production. The objective was to analyze how the integration of Educommunication, Historical-Critical Pedagogy (HCP), and Multiliteracies can contribute to the development of students' critical discursive and authorial skills. Methodologically, an integrative review of a qualitative, exploratory, and descriptive nature was adopted, encompassing publications between 2020 and 2025, structured around three thematic axes: HCP and critical language teaching; Educommunication and authorship practices; and Multiliteracies and its relationship to the ENEM. The results demonstrate progress in student engagement and critical thinking, although obstacles remain related to the precariousness of school infrastructure, the lack of teacher training, and the absence of public policies to ensure the continuity of these practices. The conclusion is that the alliance between Educommunication, PHC, and Multiliteracies enhances Portuguese learning, uniting the curriculum, digital culture, and citizenship in the development of autonomous and socially engaged individuals.