Questões de Concurso Comentadas para prefeitura de colômbia - sp

    Minha condição humana me fascina. Conheço o limite de minha existência e ignoro por que estou nesta terra, mas às vezes o pressinto. Pela experiência cotidiana, concreta e intuitiva, eu me descubro vivo para alguns homens, porque o sorriso e a felicidade deles me condicionam inteiramente, mas ainda para outros que, por acaso, descobri terem emoções semelhantes às minhas. 

       E cada dia, milhares de vezes, sinto minha vida — corpo e alma — integralmente tributária do trabalho dos vivos e dos mortos. Gostaria de dar tanto quanto recebo e não paro de receber. Mas depois experimento o sentimento satisfeito de minha solidão e quase demonstro má consciência ao exigir ainda alguma coisa de outrem. Vejo os homens se diferenciarem pelas classes sociais e sei que nada as justifica a não ser pela violência. Sonho ser acessível e desejável para todos uma vida simples e natural, de corpo e de espírito.  

       Aprendo a tolerar aquilo que me faz sofrer. Suporto então melhor meu sentimento de responsabilidade. Ele já não me esmaga e deixo de me levar, a mim ou aos outros, a sério demais. Vejo então o mundo com bom humor. 

(Albert Einstein. Como vejo o mundo. Rio de Janeiro: Nova Fronteira, 1981. Com adaptações.)

Long hailed as a melting pot of cultures, America is home to millions of immigrants – whether their ancestors sailed across on the Mayflower or they moved to the country last week. Research by the National Center for Educational Statisticsfound that one-third of U.S. students are considered racial or ethnic minorities, a number that is set to increase to more than half by 2050. In this changing educational landscape, teachers are challenged with creating inclusive classrooms where students of all backgrounds feel represented and welcomed. For teachers with a classroom full of students of different backgrounds, the responsibility to connect with them goes beyond simply knowing where they’re from, or what their favorite subjects are. These teachers must strive to understand their students in a more holistic way, incorporating their cultural traditions into lessons and activities, so students feel understood, comfortable, and focused on learning. Culture is a broad term, and one that is not easily summed up. In her book Culture Learning: The Fifth Dimension on the Language Classroom, author Louise Damen defined culture as the “learned and shared human patterns or models for living; day-to-day living patterns that pervade all aspects of human social interaction. Culture is mankind’s primary adaptive mechanism”. Individuals from varied nationalities, ethnicities, and races all bring cultural traditions to their interactions, and it’s up to teachers to recognize, celebrate and share these different perspectives. Using different activities and games in multicultural classrooms is an excellent way to foster inclusivity and encourage students to share their heritage. It’s also a beneficial way for teachers to involve students in different styles of study to immerse them in their learning. Sharing about oneself within the confines of an activity is often much easier than being asked open-ended questions and put “on the spot”. These activities can then provide a safe space for dialogue and serve as an entryway into more in-depth interactions.

(Available: https://www.accreditedschoolsonline.org. Adapted.)