Questão 3478183

• Banca: VUNESP
• Órgão: Prefeitura de Cerquilho - SP
• Ano: 2019
• Provas: VUNESP - 2019 - Prefeitura de Cerquilho - SP - Professor de Educação Básica - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

How monks helped invent sign language

      For millennia people with hearing impairments encountered marginalization because it was believed that language could only be learned by hearing the spoken word. Ancient Greek philosopher Aristotle, for example, asserted that “Men that are deaf are in all cases also dumb.” Under Roman law people who were born deaf were denied the right to sign a will as they were “presumed to understand nothing; because it is not possible that they have been able to learn to read or write.”

      Pushback against such ideas began in the 16th-century, with the creation of the first formal sign language for the hearing impaired, by Pedro Ponce de León, a Spanish Benedictine monk. His idea to use sign language was not a completely new one. Native Americans used hand gestures to communicate with other tribes and to facilitate trade with Europeans. Benedictine monks had used them to convey messages during their daily periods of silence. Inspired by the latter practice, Ponce de León adapted the gestures used in his monastery to create a method for teaching the deaf to communicate, paving the way for systems now used all over the world.

      Building on Ponce de León’s work, another Spanish cleric and linguist, Juan Pablo Bonet, proposed that deaf people learn to pronounce words and progressively construct meaningful phrases. Bonet’s approach combined oralism – using sounds to communicate – with sign language. The system had its challenges, especially when learning the words for abstract terms, or intangible forms such as conjunctions like “for,” “nor,” or “yet.”

      In 1755 the French Catholic priest Charles-Michel de l’Épée established a more comprehensive method for educating the deaf, which culminated in the founding of the first public school for deaf children, in Paris. Students came to the institute from all over France, bringing signs they had used to communicate with at home. Insistent that sign language needed to be a complete language, his system was complex enough to express prepositions, conjunctions, and other grammatical elements.

      Épée’s standardized sign language quickly spread across Europe and to the United States. In 1814 Thomas Gallaudet went to France to learn Épée’s language system. Three years later, Gallaudet established the American School for the Deaf in his hometown in Connecticut. Students from across the United States attended, and they brought signs they used to communicate with at home.American Sign Language became a combination of these signs and those from French Sign Language.

      Thanks to the development of formal sign languages, people with hearing impairment can access spoken language in all its variety. The world’s many modern signing systems have different rules for pronunciation, word order, and grammar. New visual languages can even express regional accents to reflect the complexity and richness of local speech.

(Ines Anton Rayas. www.nationalgeographic.com. 28.05.2019. Adaptado)

The first paragraph illustrates a reality in Ancient Greek which can be found until today, the XXI century, namely,

• A. learning difficulties presented by hearing impaired people.
• B. the hardships of people born deaf and dumb.
• C. discrimination against people with disabilities.
• D. the widespread idea that only hearing people can learn the spoken word.
• E. the overall view that those who cannot hear cannot be clever either.

Gabarito: C

Comentários

• A questão cobra interpretação de um texto sobre como os monges ajudaram a inventar a linguagem de sinais.
  
  Vamos analisar o enunciado:
  
  
  The first paragraph illustrates a reality in Ancient Greek which can be found until today, the XXI century, namely.... =  O primeiro parágrafo ilustra uma realidade da Grécia Antiga que pode ser encontrada  até hoje, século XXI, a saber...
  
  Vejamos o trecho em questão, o 1o parágrafo:
  
  For millennia people with hearing impairments encountered marginalization because it was believed that language could only be learned by hearing the spoken word. Ancient Greek philosopher Aristotle, for example, asserted that “Men that are deaf are in all cases also dumb." = Por milênios, pessoas com deficiência auditiva encontraram marginalização porque se acreditava que a linguagem só poderia ser aprendida ouvindo a palavra falada. O filósofo grego antigo Aristóteles, por exemplo, afirmou que “Homens surdos em todos os casos também são mudos". 
  
  A realidade da Grécia Antiga descrita no 1o parágrafo é a marginalização, a discriminação sofrida por deficientes auditivos.
  
  Analisando as alternativas teremos:
  
  A) ERRADO - learning difficulties presented by hearing impaired people.  = dificuldades de aprendizagem apresentadas por pessoas com deficiência auditiva.
  Essa realidade não encontra base hoje, no século XXI
  
  B) ERRADO - the hardships of people born deaf and dumb. = as dificuldades das pessoas surdas e mudas.
  As dificuldades não são descritas nesse parágrafo.
  
  C) CORRETO - discrimination against people with disabilities. = discriminação contra pessoas com deficiência.
  Infelizmente uma realidade que pode ser encontrada  até hoje.
  
  D) ERRADO - the widespread idea that only hearing people can learn the spoken word. = a ideia difundida de que somente quem ouve pode aprender a palavra falada.
  A ideia não era difundida. Era uma crença de Aristóteles.
  
  E) ERRADO - the overall view that those who cannot hear cannot be clever either. = a visão geral de que quem não pode ouvir também não pode ser inteligente.
  Inteligência não é mencionada neste parágrafo.
  
  
  GABARITO DO PROFESSOR: ALTERNATIVA C.
  
  

• Gabarito C - discrimination against people with disabilities.