Questões de Concurso

TEXT III

(Source: https://pt.wikipedia.org/wiki/Green_Book)

Here are six reviews on Green Book:

1.

The screenplay essentially turns Shirley into a black man who thematically shapeshifts into whoever will make the story appealing to white audiences - and that’s inexcusable.

Lawrence Ware New York Times

2.

Green Book is effective and affecting while being careful to avoid overdosing its audience on material that some might deem too shocking or upsetting.

James Berardinelli ReelViews

3.

In a world that seems to get uglier every day, this movie’s gentle heart and mere humanity feel like a salve.

Leah Greenblatt Entertainment Weekly

4.

A bizarre fish-out-of-water comedy masquerading as a serious awards-season contender by pretending to address the deep wound of racial inequality while demonstrating its profound inability, intellectually and dramatically, to do that.

Kevin Maher Times (UK)

5.

Sometimes life is stranger than art, sometimes art imitates life, and sometimes life imitates art. If life starts imitating hopeful art - that’s uplifting. That’s the goal of art, as I see it. “Green Book” uplifts.

Mark Jackson Epoch Times

6.

There’s not much here you haven’t seen before, and very little that can’t be described as crude, obvious and borderline offensive, even as it tries to be uplifting and affirmative.

A.O. Scott New York Times

(Source: https://www.rottentomatoes.com/m/green_book/reviews/)  

TEXT I

Critical Literacy, EFL and Citizenship

We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.

[…] 

We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.

(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf). 

New Public Management Model

        The new public management model, which emerged in the 1980s, represented an attempt to make the public sector more business-like as well as to improve the efficiency of the Government, borrowed ideas and management models from the private sector. It emphasized the centrality of citizens who were the recipient of the services or customers to the public sector.

        New public management system also proposed a more decentralized control of resources. It explored other service delivery models so as to achieve better results, including a quasi-market structure where public and private service providers competed with each other in an attempt to provide better and faster services.

        The Core Themes for the New Public Management were:

1. A strong focus on financial control, value for money and increasing public sector efficiency;

2. A command and control mode of functioning, identifying and setting targets and continuous monitoring of public sector performance;

3. Introducing audits and controls at professional level, using transparent means to review public worker performance, setting benchmarks, using protocols to ameliorate public sector worker professional behaviour;

4. Greater customer orientation and responsiveness and increasing the scope of roles played by non-public sector providers;

5. Deregulating the labor market, replacing collective agreements to individual rewards packages combined with short term contracts;

6. Introducing new forms of corporate governance, introducing a board model of functioning and concentrating the power to the strategic core of the organization.

(www.managementstudyguide.com/new-public-management.htm. Adaptado.)