Foram encontradas 50 questões.
- Currículo (Teoria e Prática)Concepções de currículo
- Currículo (Teoria e Prática)Teorias curriculares
Associate the key concepts from Critical Pedagogy listed in the first column with their respective descriptions in the second column.
(1) Context
(2) Negotiated Curriculum
(3) Dialogue
(4) Students’ Reality
( ) The educational practice of bringing elements of the learners’ daily lives and lived experiences into the classroom, ensuring that they find personal meaning and can establish active connections with what they are learning.
( ) The pedagogical understanding of who the learners are, including the specific social backgrounds and environments they are embedded in both inside and outside school, which is fundamental for planning and developing lessons.
( ) The practice of knowledge construction in which speaking and listening are exercised by both teachers and students to understand different perspectives, expand their worldviews, and foster critical reflection through non-hierarchical relations.
( ) The process through which educational content is not established in advance or in isolation from the class, but is instead co-constructed, discussed, and balanced in collaboration with the learners during the educational journey.
Choose the alternative that presents the correct sequence from top to bottom.
Provas
- Educação e SociologiaEducação, Sociedade e Prática Escolar
- PsicopedagogiaTeorias do desenvolvimento e da aprendizagemPsicologia do Desenvolvimento e da Aprendizagem
- PsicopedagogiaTeorias do desenvolvimento e da aprendizagemVygotsky: Teoria Histórico-Cultural
Considering this sociocultural approach to language acquisition, choose the alternative that correctly characterizes how students learn English in the classroom.
Provas
Considering the concept of intercultural mediation, choose the alternative that presents a pedagogical practice aligned with this critical perspective.
Provas
I - Scientific concepts are not learned through mere words or rote memory; rather, their genuine assimilation by the student depends on their convergence with everyday concepts, which provide real-world meaning to formal structures.
II - Language instruction that isolates scientific concepts from the student’s reality leads to mechanical learning and empty verbalism, producing abstract knowledge that the student is usually unable to apply or connect to real-world situations.
III - Language teaching that relies on everyday concepts allows students to easily transfer their linguistic knowledge to new, unexperienced contexts, as spontaneous learning automatically grants conscious and voluntary control over abstract grammatical rules.
Which statements are aligned with Vygotsky’s view?
Provas
Considering pedagogical practices aimed at valuing different linguistic varieties in the classroom, choose the alternative that presents an activity aligned with this perspective.
Provas
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
( ) Communicative Language Teaching
( ) Audio-Lingual
( ) Grammar-Translation Method
( ) Critical Pedagogy in EAL
( ) The Direct Method
a. Bans the use of the student’s native language, and focuses on teaching vocabulary and concepts directly through visuals, context, and demonstration rather than translation.
b. Based on behavioral psychology (conditioning). It views language learning as habit formation. Correct verbal habits are reinforced, and mistakes are corrected immediately to prevent bad habits.
c. Examines how language intersects with power, identity, and social justice. It encourages learners to critically analyze socio-political issues and use English to challenge inequality.
d. Prioritizes meaningful interaction, real-world communication, and fluency over grammatical perfection. Classrooms rely heavily on role-playing and authentic materials.
e. Focuses heavily on the explicit study of grammatical rules, vocabulary memorization, and translating literary texts between the native language and English.
Which sequence is correct from top to bottom?
Provas
Caderno Container