TEXTIV- Text forquestion

QUOTATION

“Another important characteristic of the [National Curricular] Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that” (ALMEIDA, 2012, p. 334).

(Source: ALMEIDA, Ricardo Luiz Teixeira de. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. In: Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, nº 2, June, 2012, p. 331-348. Available at: th https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?format=pdf&lang=en. Accessed on April 20 , 2022).

TEXTII – Text forquestion.

Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching

(Ana Lúcia Farias da Silva - 01/12/2021)

FINAL CONSIDERATIONS

English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.

Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.

Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.

Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.

It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.

(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022). 

O texto seguinte servirá de base para responder à questão.

(1º§)Clothing of Ancient Romans were generally simple but that doesn't mean it didn't change through time, although slowly. Roman clothing consisted of toga, tunic and stola.

(2º§)The most commonly used material for their clothing was wool but they also used and produced linen and hemp. The production of these fibers was very similar. After the harvest the fibers were immersed in water and then aired. After that, fibers were pressed mechanically with a mallet and smoothed with large combs. Fibers were then spun and woven on looms.

(3º§)While wool, hemp and hemp were produced on the Roman territory, silk and cotton were imported from China and India. Because they were very expensive, they were reserved for higher classes. From exotic materials, Romans also used wild silk that is collected from the wild after the insect had eaten its way out; and sea silk that comes from the endemic "noble pen shell" that lives only in Mediterranean. Although we think that all roman clothes were white (because of the statues), Romans dyed theirs clothes in purple, indigo, red, yellow and other colors. Leather was used for protection against poor weather (from leather were made heavy coats for Roman soldiers), but its primary use was in footwear and belts. Animal skins were also worn by soldiers. Legionaries wore bearskins while Praetorians preferred feline skins.

(4º§)Toga was probably the most significant item in the ancient Roman wardrobe. It was made of wool and was designed under the influence of the Etruscans and their clothes. Basically the toga was a large blanket, draped over the body, leaving one arm free. Reason why the free citizens were required to wear togas was to differ from slaves who wore tunics. Togas were forbidden for foreigners and fro exiled Romans.

(5º§)Tunic is adopted from the Greeks and was worn by everybody citizens, slaves and non-Romans and by both genres. Wearer's status in Roman society was shown with color and decorations of the tunic. It was worn as a shirt or a gown or as undergarments.

(6º§)Stola was traditional clothing of Roman women made of linen, cotton or wool. It was reserved for women since 2nd century BC when the toga started to be clothing reserved for men. It was a long, pleated dress, worn over a tunic. It generally had no sleeves but there were versions with shorter and longer sleeves. Sleeveless version was fastened by clasps at the shoulders. It also had belts or two that held stola.

(7º§)From the late Republic to the end of the Western empire, clothing of Ancient Rome slowly changed. After the Diocletian's reforms, clothing worn by soldiers and non-military members of government became very decorated. Their tunics and cloaks were decorated with woven or embellished strips and circular roundels. Silk was used more than ever. Bureaucrats started using pieces of clothing that were before reserved only for military. People started wearing even the trousers which was before that considered as a sign of cultural decay because only barbarians wore trousers at that time.

http://www.historyofclothing.com/

http://www.historyofclothing.com/

To answer question, read the text below.

The Language of Performance

    Well, the word “performative” is generally meant as an insult. It’s meant to trivialize and indicate that someone is play-acting or “faking it.” It suggests that someone is only doing something to be seen doing it, and not because it represents a sincere interest or enjoyment.

    This is one of those situations in which metaphors are overextended, and language distorts rather than describes natural human behavior. It is normal for our species for men and women to “perform” acts to impress both our own sex and the opposite sex. Males and females have different sex “roles,” and we “perform” acts to satisfy those roles.

    The language seems to “portray” us as “actors performing roles” and implies that we are all essentially “lying” or “faking.” This is the kind of wordcel wordtrap that lends itself to Marxist gender theory ideology and postmodernist thinking.

    “Nothing is real, everything is fake. Everything is a performance.”

    That’s a frame, but it isn’t the whole picture.

    Men are primates. We imitate each other. Monkey see, monkey do. And yes, we do things to try to impress each other. You can frame that in a way that seems trivial or superficial, but it is also foundational to human nature and social hierarchy.

    Fonte: https//mrjackdonovan.substack.com/p/on-performative-males

To answer question, read the text below.

The Language of Performance

    Well, the word “performative” is generally meant as an insult. It’s meant to trivialize and indicate that someone is play-acting or “faking it.” It suggests that someone is only doing something to be seen doing it, and not because it represents a sincere interest or enjoyment.

    This is one of those situations in which metaphors are overextended, and language distorts rather than describes natural human behavior. It is normal for our species for men and women to “perform” acts to impress both our own sex and the opposite sex. Males and females have different sex “roles,” and we “perform” acts to satisfy those roles.

    The language seems to “portray” us as “actors performing roles” and implies that we are all essentially “lying” or “faking.” This is the kind of wordcel wordtrap that lends itself to Marxist gender theory ideology and postmodernist thinking.

    “Nothing is real, everything is fake. Everything is a performance.”

    That’s a frame, but it isn’t the whole picture.

    Men are primates. We imitate each other. Monkey see, monkey do. And yes, we do things to try to impress each other. You can frame that in a way that seems trivial or superficial, but it is also foundational to human nature and social hierarchy.

    Fonte: https//mrjackdonovan.substack.com/p/on-performative-males