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“[...] não somos chamados para participar, somos convidados apenas para uma participação elementar, ou seja, para discussão sobre questões já definidas anteriormente, que passam a ser legitimadas por essa participação. Dentre elas estão: o plano de aplicação financeira da escola, o calendário escolar, o regimento escolar, o Projeto Político-Pedagógico, o plano de ação da escola, a proposta curricular etc. [...].”
Com base nesse relato, assinale, a seguir, a afirmativa que NÃO o representa.
Considerando a pedagogia liberal de Libâneo, analise as afirmativas a seguir.
I. Defende a predominância da liberdade e dos interesses individuais na sociedade.
II. Sustenta implicitamente as finalidades sociopolíticas da educação.
III. As tendências pedagógicas são: tradicional, renovada, renovada não diretiva e tecnicista.
IV. As tendências pedagógicas são: libertadora, libertária e crítico-social dos conteúdos.
Estão corretas apenas as afirmativas
“No Brasil, a Escola Nova buscava a modernização, a democratização, a industrialização e a urbanização da sociedade. (...) Historicamente, os fatos marcantes da Escola Nova passam pela criação da Associação Brasileira de Educação em 1924 e a dissidência ocorrida na IV Conferência Nacional de Educação em 1931, que dividiu o pensamento renovador em dois grupos: liberais e católicos. Vale citar que o primeiro grupo, dos liberais, era integrado por nomes conhecidos como Fernando de Azevedo, Lourenço Filho, Anísio Teixeira e outros. Um marco importante foi o Manifesto dos Pioneiros da Educação Nova, publicado em 1932, que apresentava as principais diretrizes políticas, sociais, filosóficas e educacionais do escolanovismo. (...)”
(Disponível em http://www.educabrasil.com.br/escola-nova/.)
Considerando o exposto, assinale a afirmativa que NÃO se trata de um dos pressupostos pedagógicos e princípios didáticos preconizados pelo movimento da Escola Nova.
Read and analyse the sentence to answer.
Mark the item which contains an inconsistency and its corresponding correction:
Read the text to answer.
The reading passage as dependent exemplification
The presentation of language through reading passages, with appended comprehension questions, is a well-established and very familiar pedagogic practice. But what is the purpose of such passages? When they appear in structurally based courses they seem to be used as a vehicle for usage, to consolidate a knowledge of structure and vocabulary that has already been introduced and to extend this knowledge by incorporating into the passages examples of whatever elements of usage come next in the course. In this case, the passage is intended as a manifestation of selected parts of the language system and in consequence they frequently exhibit an abnormally high occurence of particular structures. It has something of the character of a display case and its value as discourse is decreased accordingly.
(Widdowson, H. G. Teaching Language as Communication. Oxford University Press.)
All sentences are true about the reading passage described, EXCEPT:
Read the text to answer.
Over a ten-month period studying English, Alberto still used reduced and simplified forms of expression. For example, he did not progress beyond the first stage in development of negatives, he continued to use declarative word order rather than inversion in questions, he acquired virtually no auxiliary verbs, and failed to mark regular verbs for past tense or nouns for possession. The gramatical features that he did seem to have acquired could be accounted for his positive transfer from his native language – Spanish – and he was at a very early stage of development.
According to Schumann’s acculturation model, the scenario describes:
Eva is an adult immigrant learner of English in Canada and she is talking to a co-worker. M: Do you see him? And pointed at the man on TV. E: Yes, why? M: Don’t you know him? E: No, I don’t know him. M: How come you don’t know him? Don’t you watch TV? That’s Bart Simpson.
The notion that is central to the scenario presented is:
Mark the item which contains an inconsistency and its corresponding correction:
From interactivity to passivity
Observers have noted that the Internet is moving away from its original model of cooperative communication based on exchange, and tending towards the logic of a mass broadcasting media, resulting in a concentration of producers and the progressive disappearance of interactivity. This tendency towards passivity in the use of the new media can, we believe, be counterbalanced effectively in an approach to FLT which encourages cooperative, collaborative procedures, where teachers abandon traditional roles and act more as guides and mentors, exploring the new media themselves as learners and thus acting as role models for their learners. Case studies show that there is closer interaction between teacher and students when the new media are employed. Language learners who have experienced this kind of approach are most likely to transfer the skills acquired to their daily practice in the use of the new media in the mother tongue. And, above all, this experience should lead to the development of a “user culture”, implying appropriate behaviour, which respects other people as well as the diversity of their opinions.
(Available: http://iite.unesco.org/pics/publications/en/file.)
From interactivity to passivity
Observers have noted that the Internet is moving away from its original model of cooperative communication based on exchange, and tending towards the logic of a mass broadcasting media, resulting in a concentration of producers and the progressive disappearance of interactivity. This tendency towards passivity in the use of the new media can, we believe, be counterbalanced effectively in an approach to FLT which encourages cooperative, collaborative procedures, where teachers abandon traditional roles and act more as guides and mentors, exploring the new media themselves as learners and thus acting as role models for their learners. Case studies show that there is closer interaction between teacher and students when the new media are employed. Language learners who have experienced this kind of approach are most likely to transfer the skills acquired to their daily practice in the use of the new media in the mother tongue. And, above all, this experience should lead to the development of a “user culture”, implying appropriate behaviour, which respects other people as well as the diversity of their opinions.
(Available: http://iite.unesco.org/pics/publications/en/file.)
O Plano de Metas, um dos mais importantes marcos do governo de JK, preconizava, entre outros fatores:
(Disponível em: http://www.mst.org.br/2015/04/17/carajas-19-anos-de-impunidade.html.)
A crise de terras é uma constante na história do Brasil. Sobre a Reforma Agrária em nosso país, é correto afirmar que:
(Disponível em: http://www.infoescola.com/geografia/tratado-de-nao-proliferacao-de-armas-nucleares/.)
Os países que atualmente fazem parte do chamado “Clube Atômico” são:
(Disponível em: https://www.passeidireto.com/arquivo/23269040/guia-do-estudante-atualidades/22.)
O surto recente de violência é a continuidade de um longo conflito entre israelenses e palestinos, cujo marco crucial:
I.É o nome dado à onda de protestos, revoltas e revoluções populares contra governos que eclodiu em 2011.
II.Movimentos revolucionários de cunho nacionalista e popular que eclodiram em diversos pontos da Europa por volta de 1840.
III.Tentativa de criar na Tchecoslováquia um projeto de renovação do socialismo: o socialismo humanista.
A alternativa que traz os nomes desses movimentos, na ordem crescente, é:
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