Questões de Concurso

In the context of Foreign Language (FL) teaching, there has been an emphasis on understanding the underlying causes of errors, which may include the transfer of patterns from the native language to the foreign language. In FL learning, what we believe to be or not to be an error is often related to our own way of acting in the situations we experience in our daily lives. In this sense, it is important to consider the fact that learners and teachers are individuals who have their particular ways of thinking and acting regarding what constitutes an error within the teaching and learning process, as well as regarding why, how, and when to correct it.
SILVA, S. V. D.; FIGUEIREDO, F. J. Q. D. Erro e correção: as crenças de dois professores de escola pública e de alguns de seus alunos. Revista Brasileira de Linguística Aplicada, n. 6, p. 113-141, 2006 (adaptado).

In a Brazilian English classroom, a student says, “I am going to the shopping.” The teacher interrupts and corrects the student, saying, “No, in English, we say ‘I am going to the mall,’ not ‘shopping’.” By doing this correction, the teacher assumed his own dialect or regional variation of English as the standard or correct one. However, in Brazilian Portuguese, it’s common to use the term “shopping” to refer to a shopping mall.

Considering the text, we can infer the purpose behind the correction demonstrated in this case stud

TEXT 1

Available at: https://www.instagram.com. Accessed on: May. 6, 2024.

TEXT 2

Available at: https://www.instagram.com. Accessed on: May. 6, 2024.

Considering a reading comprehension lesson plan focused on literacy and multimodality based on Texts 1 and 2, teaching modules should

TEXT 1
Critical literacy refers to the ability to actively and critically engage with texts, media, and information in order to understand, question, and analyze underlying power structures, ideologies, and assumptions. It goes beyond basic reading comprehension to involve a deeper examination of the social, political, and cultural contexts in which texts are produced and interpreted.

TEXT 2
The earliest accounts describe The Handmaid’s Tale (by Margaret Atwood) as a feminist dystopia: (a) it contrasts the present with an envisioned idealized society (separated from the present by time or space); (b) it offers a comprehensive critique of present values/conditions; (c) it sees men or male institutions as a major cause of present social ills; (d) it presents women not only as at least the equals of men but also as the sole arbiters of their reproductive functions.

The quotation also applies to dystopia, except that it deals with a negative society rather than an idealized one. Unlike a negative utopia or anti-utopia, [The Handmaid’s Tale] includes the promise of a return to our norm or to a more desirable state.
LECLAIRE, J. The Handmaid’s Tale: a Feminist Dystopia? In: LACROIX, J. M. et al. The Handmaid’s Tale, roman protéen. Presses universitaires de Rouen et du Havre, p. 85, 1999 (adapted).

Considering the texts, select the alternative that justifies why The Handmaid’s Tale is a viable option for a pedagogical activity involving critical literacy and the thematic of dystopia.

Assinale a alternativa que preencha corretamente a lacuna.
A partir da concepção sóciointeracionista, entende - se que a aprendizagem, e nesse caso especificamente a aprendizagem da Língua Estrangeira/adicional, ocorre necessariamente em processos ________ complexos, em que as várias interações entre diferentes indivíduos estimulam e engajam constantemente o aprendiz numa nova rede de sentidos onde ele precisa se comunicar, ou seja, entender e ser entendido. 

Sobre a aprendizagem significativa da Língua Inglesa, analise as assertivas e assinale a alternativa correta.
I. Os novos conhecimentos devem se ancorar nos já existentes.
II. Deve-se trazer para a sala de aula coisas reais e não conceitos abstratos.
III. Os interesses dos alunos devem ser contemplados nas atividades, possibilitando-lhes a expressão de seu próprio universo.