Questões de Concurso

Concurso: EsFCEx

Concurso: EsFCEx
Cargo: Especialidade: Magistério em Inglês
Ano: 2025

Ano:

2025

Banca:

VUNESP

Cargo:

Especialidade: Magistério em Inglês

Disciplina: Inglês

FC1300040

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Read the text to answer question.

Based on theoretical, experimental, and experiential knowledge, teachers and teacher educators have expressed their dissatisfaction with method in different ways. Studies clearly demonstrate that, even as the methodological band played on, practicing teachers have been marching to a different drum.

In this sense, the post method condition is established as a timely response. It signifies interrelated attributes. First and foremost, it signifies a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes. In practical terms, this means that we need to refigure the relationship between the theorizer and the practitioner of language teaching. If the concept of method authorizes theorizers to centralize pedagogic decision-making, the postmethod condition enables practitioners to generate location-specific, classroom-oriented innovative strategies.

Secondly, the postmethod condition signifies teacher autonomy. The conventional concept of method “overlooks the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students” (Freeman, 1991). The postmethod condition, however, recognizes the teachers’ potential to know not only how to teach but also how to act autonomously within the academic and administrative constraints imposed by institutions, curricula, and textbooks. It also promotes the ability of teachers to know how to develop a critical approach in order to self-observe, self-analyze, and self-evaluate their own teaching practice with a view to effecting desired changes.

(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language

teaching. Haven and London: Yale University Press. 2003. Adaptado)

Pronouns are important elements for text cohesion. In the extract from the second paragraph “It signifies interrelated attributes”, the pronoun It has “the postmethod condition” as its referent. A pronoun it that does not have a referent and only performs a grammatical function is a “nonreferential it”. In the following sentences, a “nonreferencial it” is found in:

(a)

I’m tired and it’s becoming difficult to read with this background noise affecting my concentration!

(b)

I know I left it somewhere in the living room.

(c)

I brought the newspaper. Where exactly did you put it?

(d)

The dog is barking and it’s becoming anxious with all those people shouting outside.

(e)

I can’t find my key anywhere, though I’m absolutely sure I saw it in the kitchen earlier.

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