Leia o texto para responder à questão.

Canada: Educating in and for climate emergency 

    Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.

    Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.

    A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.

    Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.

    The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.

(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)

Text: Paulo Freire and Communication Studies

(Adapted from Tania Ramalho article in Communication

- Oxford University Press. 

       Paulo Freire, the Brazilian activist educator and philosopher of education, affirmed that communication is at the heart of pedagogy, as teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individualization and humanization. Dialogue assumes participants from EJA - young and adult education- to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world in the process of learning how to read, achieving the meaning of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in life context at the state of Pernambuco, in the challenging circumstances – socially, historically, and geographically – of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide. 

A questão foi desenvolvida em língua portuguesa oficial do Brasil.

Text 4 (for questions 42, 43, 44, 45, and 46)

                                                                       Social networks

Going into the small room at the end of the corridor, Roberta sat down _______ ¹ the computer. It was the computer she had bought when her old one’s hard disk had started to go wrong. Her new computer was a laptop with a lot of extra features and she needed it for her online work _______ ² her students. Roberta had started to worry that her students would be bored unless she used modern technology in her teaching.

She turned_______ ³ the switch at the back of her computer. She looked at the email messages waiting for her answer, but she ignored them. Then she looked at the homework posted on a special site she created for the students, but she didn’t feel like correcting it. Instead she went to her favorite social network site and looked at the news about her friends. She sent messages to her favorite people and she had many online conversations _______ ⁴ teaching and other things. She posted some new messages on her own web page and then watched a film clip on a video site which her friend had told her about.

_______ ⁵ now, it was late and she realized that she had spent too much time talking to her friends online. She was very tired. She would have to do all her work in the morning.

(HARMER, J. Essential Teacher Knowledge: core concepts in English language teaching, p. 42. Harlow: Pearson Education Limited, 2012. Adaptado.)