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Q2055059
Inglês
The OCENs (BRAZIL, 2006, p.8) were a document proposed to retake the discussion of Parâmetros
Curriculares Nacionais do Ensino Médio to deepen understanding about points that deserved to be clarified
and to identify and to develop indicatives that could offer didactic-pedagogical alternatives for the
organization of pedagogical work, in order to meet needs and expectations of schools and of teachers in
structuring the curriculum for high school. For achieving this goal some themes were added to OCENs.
Choose the alternative that brings them:
Q2055058
Inglês
According to OCENs ( 2006, pág.,114), literacies and multiliteracies have developed in Brazil after debating
on how these two approaches could contribute to broaden students' world view, to work the sense of
citizenship, to develop critical capacity, and to build knowledge in a contemporary epistemological
conception.
Thus, analyze the sentences below and choose the true sentence (s) that point (s) this debate.
I - Many researches have emerged concerned about what the students have read, how they have read, and trying to evaluate if they have read better or worse influenced by new technologies of information and communication. II - The result of some researches has pointed that students have some insufficiency on texts comprehension. III - Some reflexions suggest that the students could have obtained worse results if the teachers had not worked well on reading in Brazilian elementary and high schools for decades. IV - Researches highlight the distance between what is idealized (by the theories) and what is realized (by the practices) in Brazilian education. V - The evaluative parameters used by an international organization that did not consider the cultural and social diversity and the complexity of these diversities the program aims to achieve.
Choose the correct affirmative.
Thus, analyze the sentences below and choose the true sentence (s) that point (s) this debate.
I - Many researches have emerged concerned about what the students have read, how they have read, and trying to evaluate if they have read better or worse influenced by new technologies of information and communication. II - The result of some researches has pointed that students have some insufficiency on texts comprehension. III - Some reflexions suggest that the students could have obtained worse results if the teachers had not worked well on reading in Brazilian elementary and high schools for decades. IV - Researches highlight the distance between what is idealized (by the theories) and what is realized (by the practices) in Brazilian education. V - The evaluative parameters used by an international organization that did not consider the cultural and social diversity and the complexity of these diversities the program aims to achieve.
Choose the correct affirmative.
Q2055057
Inglês
The concept of reading has been changing with technology advance. Based on the extract below, choose the
best alternative that summarizes the text.
The concept of "reading", therefore, becomes primarily the exercise of a path option by the page and the subsequent selective acquisition of partial information present in several places on the same page. This way, there is no need to read everything on the page, or read the page in one direction (top to bottom or left to right). Often, on a multimodal page (I mean, containing several means of communication: visual, written, sonic), the reader can choose between just listening to a sound text or watching a video clip inserted on the page, making the complex and multifaceted experience of reading" . (OCNs, 2006 : pág. 107)
The concept of "reading", therefore, becomes primarily the exercise of a path option by the page and the subsequent selective acquisition of partial information present in several places on the same page. This way, there is no need to read everything on the page, or read the page in one direction (top to bottom or left to right). Often, on a multimodal page (I mean, containing several means of communication: visual, written, sonic), the reader can choose between just listening to a sound text or watching a video clip inserted on the page, making the complex and multifaceted experience of reading" . (OCNs, 2006 : pág. 107)
Q2055056
Inglês
Texto associado
Expanding the field of discourse analysis
Paradoxically, now that the field of discourse studies has high visibility, the universe from which discourse
studies emerged is vanishing. New communication devices subvert the very distinction between orality and
writing, and so we have to rethink many categories: textuality, speaker, addressee, utterance, memory,
storage, circulation, etc. We can no longer consider technology as just an element of the “context”: it now
needs to be considered as a true actor in the communication process. Such a transformation relates to the
data – since the Internet offers new kinds of semiotic productions – but also to the very conditions of
research, which depend increasingly on sophisticated programs and data bases. The problem is that most
discourse analysts seem to live in a world where traditional face-to-face talk is still the norm of
communication. If we consider the handbooks and the articles published in the field, a peripheral role is
given to corpora produced by new technologies, except if they can be tackled by using the toolkit of Conversation Analysis. This is particularly the case with chats, forums, emails, phone text-messages and so
on. As the focus of discourse analysis is not on the most important aspects of the Web, its study belongs
mainly to specialists from other fields. The Discourse Reader (Jaworski and Coupland, 1999) does not
mention the Internet. But, surprisingly, this is also the case 13 years later in The Routledge Handbook of
Discourse Analysis: the introduction does not mention the existence of new communication technologies
and none of the 46 chapters deals with this topic.
https://www.nature.com/articles/palcomms201758, acessado em 25/08/18.
The word “utterance”, line 3, in the passage is closest in meaning to:
Q2055055
Inglês
Texto associado
Expanding the field of discourse analysis
Paradoxically, now that the field of discourse studies has high visibility, the universe from which discourse
studies emerged is vanishing. New communication devices subvert the very distinction between orality and
writing, and so we have to rethink many categories: textuality, speaker, addressee, utterance, memory,
storage, circulation, etc. We can no longer consider technology as just an element of the “context”: it now
needs to be considered as a true actor in the communication process. Such a transformation relates to the
data – since the Internet offers new kinds of semiotic productions – but also to the very conditions of
research, which depend increasingly on sophisticated programs and data bases. The problem is that most
discourse analysts seem to live in a world where traditional face-to-face talk is still the norm of
communication. If we consider the handbooks and the articles published in the field, a peripheral role is
given to corpora produced by new technologies, except if they can be tackled by using the toolkit of Conversation Analysis. This is particularly the case with chats, forums, emails, phone text-messages and so
on. As the focus of discourse analysis is not on the most important aspects of the Web, its study belongs
mainly to specialists from other fields. The Discourse Reader (Jaworski and Coupland, 1999) does not
mention the Internet. But, surprisingly, this is also the case 13 years later in The Routledge Handbook of
Discourse Analysis: the introduction does not mention the existence of new communication technologies
and none of the 46 chapters deals with this topic.
https://www.nature.com/articles/palcomms201758, acessado em 25/08/18.
What can be inferred by reading the text?
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