Questões de Concurso

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

(a)

helps students to technically describe the characteristics of literary texts prevalent in Western culture, comparing the author’s vocabulary and syntax choices.

(b)

promotes students’ access to classic texts of universal literature, often written in English and which have become more understandable with adapted versions.

(c)

constitutes a way of combating social and cultural exclusions, as they represent the cultural diversity that students live with at school, for example.

(d)

expands students’ knowledge about reading in English, as the focus on written informative texts may bring aspects of another higher culture.