Questões de Concurso

Available at: https://www.instagram.com/. Accessed on: June 17, 2024

Last week, when an English teacher got into her High School class, one of her students was showing the poem above to her friends. She said she had found it online and was curious about it because its structure was different from the ones she was used to reading. The teacher was pleased to hear that, and thought this would be an excellent opportunity to introduce her class into this non-canonical literature. She started presenting the author, Rupi Kaur, a contemporary Indian poet. Then, she read it aloud and asked them to work in pairs to figure out its main idea.

Considering the students’ ages, their school level and their critical thinking ability, the teacher anticipated they should be able to understand that

TEXT 1
Available at: https://saladerecursos.com.br/. Accessed on: April 8, 2024 (adapted).

TEXT 2
Available at: https://petletras.paginas.ufsc.br/. Accessed on: April 8, 2024 (adapted).

From the analysis of the images above, nowadays, the use of digital technologies in English learning

Discussions around teaching in a culturally sustaining manner in the English language arts classroom, specifically when teaching literary analysis, often address the need to incorporate multicultural literature so that students are exposed to stories told from diverse perspectives. However, the reality in many schools is that teachers do not have ownership over their curriculum in a way that allows them to choose which texts they should read and study with students. In this context, culturally sustaining teaching presents a difficult challenge. In this literature review, the author presents classroom strategies that apply a critical literacy lens to analysis of canonical literature as a way to create a place for culturally sustaining teaching within a prescribed curriculum.
ERVIN, J. Critically reading the canon: culturally sustaining approaches to a prescribed literary curriculum. Journal of adolescent & adult literacy, v. 65, n. 4, 2022 (adapted).

The abstract excerpt above points to a challenge faced by literature teachers in finding classroom procedures that ensure more culturally sustaining teaching considering limitations imposed by a prescribed curriculum.
In this context, which of the following examples of classes conducted in the scope of literary analysis would align with the approach advocated in the abstract?

In a High School English class, when dealing with a reading comprehension activity, the teacher brought to the class the textual genre “movie poster” and presented the following example:

Available at: https://www.pastposters.com. Accessed on: Jun. 7, 2024.

To help the students interpret the text, the teacher should choose the most relevant teaching strategy to go beyond literal meanings, that is, to

The belief that students don’t learn English effectively in public schools can have a great impact on the emotions, beliefs, and professional identity of Brazilian English teachers. This belief may stem from a variety of factors, such as limited resources, large class sizes, and inadequate language proficiency among students. As a result, teachers may experience a range of emotions, including frustration, disappointment, and a sense of helplessness in their efforts to facilitate language learning in such environments. Emotions influence beliefs and vice-versa. Understanding this relationship is necessary to offer a more supportive environment to help teachers to re-signify their beliefs and emotions. Numerous studies have shown that emotions are also interconnected with various other concepts, including identities and motivations.
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).

Considering the text, we can state that