Questões de Concurso

Starting point is a pre-reading activity that provides a specific sociocultural context. In our contemporary scenario, the focus of this cultural teaching view is to raise global cultural consciousness.

Considering this, how does this High School textbook activity promote a multicultural approach?

Considering the emerging need to reflect on how teenagers deal with their emotions, a 9th-grade English teacher played the preview of the animation InsideOut, showing how emotions interact in the human brain, and then, presented the following excerpt from the novel Things Fall Apart:
“Okonkwo never showed any emotion openly, unless it be the emotion of anger. To show affection was a sign of weakness; the only thing worth demonstrating was strength”.
ACHEBE, C. Things fall apart. London: Penguin Classics, 2006.

After that, the teacher provided information about Nigeria during the period the novel was set, pointing out the consequences of colonialism on indigenous culture. The students had a moment to analyze the excerpt critically, consider the plot, and establish connections with the animation preview. At the end of the class, the teacher proposed a digital storytelling project, so students could use multimedia elements to quote the novel.
By incorporating the animation preview and the excerpt from Things Fall Apart to talk about emotions, the teacher

In the post-colonial era, economic and political forces underlie discourse. [...] Individuals who spoke or thought outside the dominant discourse were ignored. [...] On the other hand, the so-called ethnic and cultural “minorities” exercise another type of power, discursive resistance, by taking over the language of the dominant to question and talk about their problems.
PAULA, M. A. R. de; FERREIRA, G. D.; FELDMAN, A. K. T. Diversity and multiculturalism through English-language literature. In: PARANÁ, The challenges of public schools in Paraná from the perspective of the PDE teacher. Articles. v. 1, 2016.

Aligning with the ideas presented in the text, using non-canonical texts in English classes in Basic Education

West Side Story is a contemporary film inspired in William Shakespeare’s Romeo and Juliet. The central theme of forbidden love between young lovers from opposing groups portrays the destructive nature of prejudice and hatred, leading to tragic outcomes. The lovers, Romeo and Juliet, and Tony and Maria, face immense societal pressures and personal sacrifices. Ultimately, both narratives highlight the senselessness of violence and the enduring power of love amidst conflict.
A teacher presents to her High School students the film West Side Story, and then associates it with the play Romeo and Juliet to conduct a thematic comparative analysis; by doing this, she

Com o intuito de auxiliar os alunos a desenvolver a competência da leitura e escrita de textos verbovisuais, o professor de Literatura elaborou uma sequência didática a partir de poemas de Bell Puã, Paulo Leminski, Miró da Muribeca e de Ana Cristina César, relacionando os textos literários com características urbanas e políticas que intermediam a vida cotidiana. A sequência teve como etapas iniciais: 1) motivação, na qual o docente apresentou exemplos de arte urbana, como o grafite, além das inovações artísticas dos anos 1960, como o poema-bandeira Seja herói/Seja Marginal, de Hélio Oiticica; 2) introdução, na qual o docente apontou caminhos temáticos dentro das poesias e apresentou cada um dos quatro artistas e suas principais obras; e a 3) leitura, que foi feita coletivamente em alguns encontros.

Para alcançar os objetivos propostos, o passo seguinte mais apropriado da sequência didática é