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Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Língua EspanholaTemas: Compreensão de Texto
La literacidad (Street, 2014) se entiende por:
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Psicologia GeralTemas: Teorias e Técnicas de Psicoterapia
Prefaciando o livro Vygotsky: aprendizado e desenvolvimento, um processo sócio-histórico, Jaan Valsiner afirma que o estudioso de literatura e psicólogo do desenvolvimento “está se tornando um herói das ciências educacionais e sociais de nosso tempo – mais de meio século após sua morte”, mas que “há um certo infortúnio na fama, particularmente na fama póstuma. Nem sempre, ao crescer a fama de uma pessoa, a análise substantiva de suas ideias avança em ritmo correspondente”.
Sobre as ideias de Vygotsky, pode-se afirmar que
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Pedagogia e DidáticaTemas: Psicologia Educacional | Temas Pedagógicos
Os professores, quando buscam obter o
apoio dos alunos e propõem trabalhos
diversificados e em grupo, desenvolvem formas
de compartilhamento e difusão dos
conhecimentos nas salas de aula. Marque a
opção correta quanto às atitudes que devem
ser estimuladas pelos professores.
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Língua EspanholaTemas: Compreensão de Texto | Ensino de Espanhol como Língua Estrangeira
Lea la siguiente cita y responda lo que se pregunta.
“En Ecuador, en Colombia, en algunas de estas regiones de los Andes, usted encuentra lugares donde las montañas forman parejas. Tienen madre, hijo, tienen una familia de montañas que intercambian afecto, hacen intercambios. Y la gente que vive en esos valles hacen fiestas para esas montañas, dan de comer, dan regalos, ganan regalos de las montañas. ¿Por qué esas narrativas no nos entusiasman? ¿Por qué ellas van siendo olvidadas y borradas a favor de una narrativa globalizante, superficial, que quiere contar la misma historia a nosotros?” (Krenak, 2020, p. 18-19).
Según el fragmento, es posible comprender la función de la educación lingüística intercultural pues ésta:
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Pedagogia e DidáticaTemas: Legislação Educacional
O art. 208 da Constituição Federal (Brasil,
1988) afirma que o dever do Estado com a
educação será efetivado mediante a garantia de
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Pedagogia e DidáticaTemas: Teoria e Prática Curricular | Temas Pedagógicos
Nilma Lino Gomes aponta novos
paradigmas no horizonte pedagógico mediante
a inserção cada vez maior do trato da
diversidade cultural e étnico-racial nos
currículos escolares. Para a autora,
descolonizar o currículo implica
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Direito CivilTemas: Parte Geral do Direito Civil
A Lei nº 10.406/2002, que institui o
Código Civil, estabelece que, para criar uma
fundação, o seu instituidor fará, por escritura
pública ou testamento, dotação especial de
bens livres, especificando o fim a que se
destina e declarando, se quiser, a maneira de
administrá-la. Porém, segundo a referida lei, uma fundação somente poderá constituir-se
para fins específicos de
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Língua InglesaTemas: Conjunções e Conectivos
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
In “Despite the potential gains from a
study of methods, it is important to acknowledge
that a number of writers in our field have
criticized the concept of language teaching
methods.”, the word in bold may be replaced by
any of the followig alternatives, EXCEPT
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Sociologia e SociedadeTemas: Estratificação e Desigualdade Social
“Eu queria que com a nova República não
houvesse diferença entre o rico e o pobre na
sociedade. (...) na parte em que eu disse que
quero que haja a igualdade entre o pobres e os
ricos, porque muitas vezes isso causa morte, se
num hospital tem um pobre muito doente, e
chega um rico que não tem doença nenhuma,
muitas vezes atendem primeiro o que tem
dinheiro que é o rico, isso quer dizer que há
desigualdade social. E que a reforma agrária
fosse bem feita. Que dividissem as terras
igualmente porque o nosso país tem muitas
terras.”
Carta de Síntia Socorro G. de Castro à Assembleia Nacional
Constituinte. Sugestões da população para a Assembleia
Nacional Constituinte de 1988. ORIGEM: L018 DATA: 24/02/86
FORMUL: 447 DV: 7 TIPO: 14 19/11/86. Disponível em:
http://www.senado.gov.br/legislacao/basesHist/asp/consulta.asp
. Acesso em: 03 jan. 2024. Adaptado.
“Que seja decretada uma lei em que todo
cidadão da classe alta divida parte da terra que
tem com os pobres, é o que acontece na minha
cidade e em todo o Brasil, gente rica com terra
boa e de sobra, e gente humilde que convive
com esgotos e que não pode aproveitar o chão
que tem, pois este está contaminado.”
Carta de Jan Clésio Sousa Pires à Assembleia Nacional
Constituinte. Sugestões da população para a Assembleia
Nacional Constituinte de 1988. ORIGEM: L208 DATA: 03/03/86
FORMUL: 176 DV: 6 TIPO: 10 02/12/86. Disponível em:
http://www.senado.gov.br/legislacao/basesHist/asp/consulta.asp
Acesso em: 03 jan. 2024.
Mais de 70 mil brasileiros encaminharam cartas
aos constituintes entre 1986 e 1987. Tais cartas
continham sugestões, reivindicações e queixas
que expressavam sonhos e desilusões da
população naqueles anos da chamada Nova República. As cartas acima, respectivamente
de uma moradora de Parintins (AM) e de um
morador de Itanhém (BA), são representativas
do seguinte sentimento popular existente nos
anos da transição da ditadura para a
democracia:
Ano: 2024Banca: COSEACOrganização: FME de Niterói - RJDisciplina: Língua InglesaTemas: Compreensão de Texto
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
According to Text 2, these are aspects
which may affect the adoption of certain method
..