Questões de Concurso Comentadas para ibade

A respeito da industrialização brasileira, Clélio Campolina Diniz (1993) defende a tese de que nem houve uma desconcentração espacial, nem uma contínua polarização, mas sim um “desenvolvimento poligonal”, que, por sua vez, seria o resultado de um conjunto de forças. Entre as afirmativas a seguir, integra(m) corretamente esse conjunto de forças:

O processo de globalização trouxe algumas promessas e expectativas positivas, através da chamada “compressão espaço-temporal” (HARVEY, 1992) que, no entanto, demandam um novo olhar geográfico sobre o Sistema Mundial atual. No livro “A Sociedade em Rede”, Manuel Castells (1999) apresenta diversas reflexões a respeito das expectativas e das concretizações associadas à temática, entre as quais é correto afirmar que:

Read this excerpt from one of the previous texts:

“One of the dangers we come across in our educational systems is the loss of a feeling of community, not just the loss of closeness among those with whom we work and with our students, but also the loss of a feeling of connection and closeness with the world beyond the classroom.”

The phrasal verb highlighted above means:

After reading the whole text, it is possible to conclude that the author considers herself:

The difference in meaning between “hope” and hopefulness in the excerpt above is that:

According to the author, some hard work must be done in order to achieve social justice through education.

This is the same as saying that:

Read this excerpt from one of the previous texts:

“We must highlight all the positive, life-transforming rewards that have been the outcome of collective efforts to change our society, especially education, so that it is not a site for the enactment of domination in any form.”

Without changing the meaning, it is correct to substitute the conjunction so that in the clause above for:

Read this excerpt from one of the previous texts:

“In recent years, mass media have told the public that feminist movement did not work, that affirmative action was a mistake, that combined with cultural studies all alternative programs and departments are failing to educate students. To counter these public narratives, it is vital that we challenge all this misinformation.”

Which public narratives and misinformation does the author refer to?

Read this excerpt from one of the previous texts:

“We must highlight all the positive, life-transforming rewards that have been the outcome of collective efforts to change our society, especially education, so that it is not a site for the enactment of domination in any form.

” Without changing the meaning of the sentences, it is correct to substitute the modal must in the beginning of the sentence for:

Read this excerpt from one of the previous texts:

“In recent years, educators who have dared to study and learn new ways of thinking and teaching so that the work we do does not reinforce systems of domination, of imperialism, racism, sexism or class elitism have created a pedagogy of hope.”

Focusing on reported speech, choose the best alternative to rephrase the citation above.

In the text you above (see QUESTÃO 41), the author cites Paulo Freire and Mary Grey.

She does so in order to:

Teaching Community: A Pedagogy of Hope

Paulo Freire contends: “Whatever the perspective through which we appreciate authentic educational practice—its process implies hope.”

As teachers we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know. In The Outrageous Pursuit of Hope: Prophetic Dreams for the Twenty-First Century Mary Grey reminds us that we live by hope. She declares: “Hope stretches the limits of what is possible. It is linked with that basic trust in life without which we could not get from one day to the next . . . To live by hope is to believe that it is worth taking the next step: that our actions, our families, and cultures and society have meaning, are worth living and dying for. Living in hope says to us, ‘There is a way out,’ even from the most dangerous and desperate situations . . .”

One of the dangers we come across in our educational systems is the loss of a feeling of community, not just the loss of closeness among those with whom we work and with our students, but also the loss of a feeling of connection and closeness with the world beyond the classroom. Progressive education, education as the practice of freedom, enables us to confront feelings of loss and restore our sense of connection. It teaches us how to create community so as to achieve social justice.

Adapted from hooks, b. Teaching Community: A Pedagogy of Hope. London/New York: Routledge, 2003.

Choose the best alternative to summarize what you have just read.

Teaching Community: A Pedagogy of Hope

In recent years, mass media have told the public that feminist movement did not work, that affirmative action was a mistake, that combined with cultural studies all alternative programs and departments are failing to educate students. To counter these public narratives, it is vital that we challenge all this misinformation. That challenge cannot be simply to call attention to the fact that it is false; we also must give an honest and thorough account of the constructive interventions that have occurred as a consequence of all our efforts to create justice in education. We must highlight all the positive, life-transforming rewards that have been the outcome of collective efforts to change our society, especially education, so that it is not a site for the enactment of domination in any form.

In the last twenty years, educators who have dared to study and learn new ways of thinking and teaching so that the work we do does not reinforce systems of domination, of imperialism, racism, sexism or class elitism have created a pedagogy of hope. Hopefulness empowers us to continue our work for justice even as the forces of injustice may gain greater power for a time. As teachers we enter the classroom with hope. My hope emerges from those places of struggle where I witness individuals positively transforming their lives and the world around them. Educating is always a vocation rooted in hopefulness.

Adapted from hooks, b. Teaching Community: A Pedagogy of Hope. London/New York: Routledge, 2003.

The text above was written in 2003 but it is absolutely up-to-date. The reason we can state that is because:

About the relation text-context, it is correct to say that:

When learning / teaching reading and writing skills we must focus on coherence and cohesion, which means:

A critical approach to working with reading is by providing pre-reading and post-reading activities. The latter is perfectly exemplified in the following activity:

Nos diversos experimentos realizados pelo pesquisador do INPA, foi possível observar o aumento da importância de bactérias e fungos na decomposição foliar.

Sobre os fungos, uma característica que os diferencia de bactérias é a parede celular composta por:

Estudo realizado por pesquisador do INPA (Instituto Nacional de Pesquisas da Amazônia) indica que o aumento da temperatura poderá afetar negativamente insetos fragmentadores de vegetais, levando à diminuição da produção de matéria orgânica e afetando a cadeia alimentar em rios da Amazônia.

Adaptado:https://g1.globo.com/am/amazonas/noticia/estudo-aponta-que-mudancas-climaticas-podem-afetar-insetos-e-cadeia-alimentar-em-rios-na-amazonia.ghtml; acesso em 15/06/2019.

Em um ecossistema em equilíbrio, como o citado, observa-se que:

According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. What does it mean?

Um objeto tem massa de 2000g e está junto à superfície terrestre. Considerando o módulo de aceleração da gravidade g=10 m/s², a força gravitacional que age sobre o objeto será de: