Questão 3014707

• Banca: FGV
• Órgão: Prefeitura de Salvador - BA
• Ano: 2019
• Provas: FGV - 2019 - Prefeitura de Salvador - BA - Professor Língua Estrangeira - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

TEXT I

Critical Literacy, EFL and Citizenship

We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.

[…] 

We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.

(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf). 

Based on the information provided by Text I, mark the statements below as true (T) or false (F).

( ) EFL classrooms can widen students’ views of the world.

( ) Teachers should stimulate learners to accept historically constructed values without questioning them.

( ) A critical discursive perspective may help students to interpret reality in a contextualized way.

The statements are, respectively,

• A. T – F – T.
• B. F – F – T.
• C. F – T – T.
• D. T – T – F.
• E. F – T – F.

Gabarito: A

Comentários

• Nesta questão, o candidato deve demonstrar sua habilidade de interpretação de texto, classificando as assertivas feitas pela banca em verdadeiro (T - TRUE) ou falso (F - FALSE). Em seguida, ele deve indicar a alternativa que corresponde à sequência encontrada.
  
  Trata-se de um texto adaptado do artigo Letramento Crítico na Aula de Língua Inglesa.
  No primeiro trecho, vemos os autores explicarem o papel do ensino de inglês como língua estrangeria no desenvolvimento de um senso de cidadania ativo no aluno. Isto porque, nesta aula são discutidas diferentes maneiras de entender o mundo. Segundo os autores, se o ensino de inglês como língua estrangeira se der de maneira crítica, o aluno perceberá que as diferentes maneiras de interpretar a realidade são legitimadas e valorizadas de acordo com critérios construídos social e historicamente que podem ser coletivamente reproduzidos e aceitos ou questionados e alterados. Dessa forma, a sala de aula de língua inglesa proporciona um espaço onde os alunos podem desafiar seus próprios paradigmas, questionar diferentes perspectivas, ampliar seus pontos de vista, fazendo com que os alunos se vejam como sujeitos críticos capazes de agir sobre o mundo.
  Já no segundo trecho, os autores explicam que não veem problema no uso da língua materna na sala de aula de ensino de língua estrangeira. Entendem os autores que, ainda que as discussões propostas ocorram na língua materna, tais discussões baseadas em temas reais trarão significado para a sala de aula, afastando a noção de que, devido à falta de proficiência dos alunos, apenas ideias simples podem ser tratadas na aula de língua estrangeira. Discussões mais complexas ajudam os alunos a aprender inglês como uma prática social de criação de significado.
  
  
  Vejamos as assertivas:
  
  ( T) EFL classrooms can widen students' views of the world.
  Verdadeiro. As aulas de língua estrangeira podem ampliar as visões de mundo do aluno. É o que se depreende da leitura de todo primeiro trecho destacado pela banca e pode ser exemplificado pela seguinte frase: “(...) By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.. (…)" [grifo nosso].
  
  ( F) Teachers should stimulate learners to accept historically constructed values without questioning them.
  Falso. Segundo o artigo, ao adotar uma perspectiva de letramento crítico, percebemos que as diferentes visões de mundo são construídas histórica e socialmente e podem tanto ser aceitas e reproduzidas quanto questionadas e alteradas. Veja o seguinte trecho: “(...) we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. (…)".
  E ainda, a última frase do primeiro trecho explica que é questionando as próprias suposições ou as suposições trazidas nos textos estudados em sala de aula que os alunos aumentam sua perspectiva a respeito do mundo e se percebem como indivíduos capazes de agir no mundo. “(…) By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world. (…)".
  
  ( T) A critical discursive perspective may help students to interpret reality in a contextualized way.
  Verdadeiro. Compreende-se, a partir da leitura do texto, que a abordagem defendida pelos autores estimula, justamente, uma visão crítica da realidade pelos alunos, comparando o mundo deles e as diferentes visões de mundo. Destaque-se o seguinte trecho que corrobora assertiva: “(…) students will be able to bring their “real" world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making. (…)". 
  
  A alternativa correta é aquela que apresenta a sequência T – F – T, ou seja, a ALTERNATIVA A .
  
  GABARITO DO PROFESSOR: LETRA A.

• Oi!

  Gabarito: A

  Bons estudos!

  -É praticando que se aprende e a prática leva á aprovação.

• GABARITO A:

  EFL classrooms can widen students’ views of the world. (T)

  As salas de aula de EFL podem ampliar a visão dos alunos sobre o mundo.

  Widen tem sentido de expandir, aumentar e pela leitura do texto pode depreender-se que as salas de aula podem expandir a visão de mundo dos estudantes, o trecho que comprova isso é "The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to"

  Teachers should stimulate learners to accept historically constructed values without questioning them. (F)

  Os professores deveriam estimular os aprendizes/estudantes a aceitar os valores historicamente construídos sem questionar, ERRADO, pela leitura do trecho - By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.

  A critical discursive perspective may help students to interpret reality in a contextualized way. (T)

  Uma perspectiva discursiva crítica pode ajudar os alunos a interpretar a realidade de uma forma contextualizada. 

  Tal interpretação pode ser retirada da leitura do seguinte período: "Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making."

  Bons Estudos!