Questões de Concurso Para prefeitura de maricá - rj

Para viabilizar a abordagem dos temas centrais e transversais, é preciso entender a natureza sociointeracional da linguagem e do processo de aprendizado. Segundo os PCNs, isso significa entender o processo de construção de significados de natureza sociointeracional como moldado pela articulação de três tipos de conhecimento:

Os PCNs definem como seus temas centrais:

In her book “Teaching Community” (2003), bell hooks claims that educators must work “so that the classroom is not a site where domination (on the basis of race, class, gender, nationality, sexual preference, religion) is perpetuated” and that it should be “a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teacher and students together work in partnership”. This is in agreement with the Parâmetros Curriculares Nacionais (PCN) because it promotes the classroom as:

Thinking of teacher development, it’s good practice for any L2 teacher to:

According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes: