Questões

Read Text 1 and answer question.

TEXT 1

English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice

    Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.

    Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity  that can be promoted by the teaching and learning of foreign languages.

    However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.

BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.

TEXT II

What to Know About the Controversy Surrounding the Movie Green Book

Depending on who you ask, Green Book is either the pinnacle of movie magic or a whitewashing sham. 

The film, which took home the prize for Best Picture at the 91st Academy Awards, as well as honors for Mahershala Ali as Best Supporting Actor and Nick Vallelonga, Brian Currie and Peter Farrelly for Best Original Screenplay, depicts the burgeoning friendship between a black classical pianist and his ItalianAmerican driver as they travel the 1960s segregated South on a concert tour. But while Green Book was an awards frontrunner all season, its road to Oscar night was riddled with missteps and controversies over its authenticity and racial politics. 

Green Book is about the relationship between two real-life people: Donald Shirley and Tony “Lip” Vallelonga. Shirley was born in 1927 and grew up in a well-off black family in Florida, where he emerged as a classical piano prodigy: he possessed virtuosic technique and a firm grasp of both classical and pop repertoire. He went on to perform regularly at Carnegie Hall— right below his regal apartment—and work with many prestigious orchestras, like the Chicago Symphony and the New York Philharmonic. But at a time when prominent black classical musicians were few and far between due to racist power structures, he never secured a spot in the upper echelons of the classical world. (African Americans still only make up 1.8 percent of musicians playing in orchestras nationwide, according to a recent study.) 

Vallelonga was born in 1930 to working-class Italian parents and grew up in the Bronx. As an adult he worked as a bouncer, a maître d’ and a chauffeur, and he was hired in 1962 to drive Shirley on a concert tour through the Jim Crow South. The mismatched pair spent one and a half years together on the road — though it’s condensed to just a couple of months in the film — wriggling out of perilous situations and learning about each other’s worlds. Vallelonga would later become an actor and land a recurring role on The Sopranos. 

In the 1980s, Vallelonga’s son, Nick, approached his father and Shirley about making a movie about their friendship. For reasons that are now contested, Shirley rebuffed these requests at the time. […]

(Source: from http://time.com/5527806/green-book-movie-controversy/)

Neglect contributed to death of patient at community hospital

16 August 2012 | By Sarah Calkin

      A patient who choked to death at a hospital run by Somerset Partnership Foundation Trust had been neglected by staff, a coroner has ruled.

      Parkinson’s sufferer Diana Mansfield, 78, was struggling to swallow during her stay at Frome Community Hospital in September 2011. On 3 September she choked and died. East Somerset coroner Tony Williams found ..ART1... primary cause of death was ....ART2... acute upper airway obstruction and dysphagia, ...ART3... common side effect of Parkinson’s.

      Following the inquest in July he identified failings made in the nursing care received by Ms Mansfield and recorded a verdict of accidental death aggravated by neglect.

      The Care Quality Commission visited the 28-bed hospital earlier this year in response to concerns about care and welfare of patients and staffing levels arising from Ms Mansfield’s death.

      Inspectors judged the hospital was meeting standards overall. .....CONECTIVO.... it raised minor concerns about staffing levels, noting the ward had a sickness absence rate of nearly 10 per cent and cover was not always available for absent staff for a whole shift.

      The full staffing establishment on the 12-bed ward where Ms Mansfield stayed was three registered nurses and four healthcare assistants on the early shift and five staff - usually two nurses and three HCAs - on the late shift. Some nurses complained this was not always adequate to meet the needs of patients and said it was sometimes a struggle to complete all their tasks. 

                        Patient Confidentiality and Recordkeeping

      Privacy is a patient right. Dentists have an ethical and legal responsibility to safeguard patient information. Patient information includes such information as personal data, medical history, diagnosis, treatment, and financial situation.

      Patient information should be shared only on a need-to-know basis with those who participate in the care of the patient. ....CONECTIVO... disclosure is required or permitted by law, patient information should not be shared with anyone without the patient's written permission. Court orders, subpoenas and investigations by the Office of Professional Discipline are examples of disclosures that may be required even in the absence of the patient's consent.

      Health professionals are required to maintain records for each patient that accurately reflect the evaluation and treatment of the patient according to section 29.2(a)(3) of the Rules of the Board of Regents. All patient records must be retained for at least six years, with the exception of records for minor patients, which must be maintained for at least six years and for one year after the minor patient reaches the age of 21.

(Adapted from NY State Education Department − Office of the Professions: http://www.op.nysed.gov/prof/dent/ dentpracticeguide.htm)