An Elementary School English teacher wants to create a didactic sequence based on the theme “social
media”. The teacher decided to explore the following texts with her students, considering the principles
of a critical approach and the principles proposed in the Base Nacional Comum Curricular (BNCC).
TEXT 1
News is irrelevant. Out of the approximately 10,000 news stories you have read in the last 12 months,
name one that – because you consumed it – allowed you to make a better decision about a serious matter
affecting your life, your career or your business. The point is: the consumption of news is irrelevant to you.
But people find it very difficult to recognise what’s relevant. It’s much easier to recognise what’s new. The
relevant versus the new is the fundamental battle of the current age. In reality, news consumption is a
competitive disadvantage. The less news you consume, the bigger the advantage you have.
Available at: https://www.theguardian.com/. Accessed on: June 06, 2024 (adapted).
TEXT 2
What students are saying about how social media affects their body image?
By The Learning Network – March 31, 2022
As we regularly do when The Times writes about an issue that touches the lives of young people, we used
our daily Student Opinion forum to ask teenagers to share their perspectives on social media and body
image. Let’s see what students from Hanover Horton High School think about it:
Student: LB, Hoggard High School, Wilmington NC
“When I was in fifth grade, I got Instagram and, at first, I was obsessed… It was all so new, but eventually
I realized there was “no harm”. I regret thinking that. I would follow all the celebrities my friends did [...].
I started to feel inadequate about the way I dressed and looked… Eventually, I couldn’t stand the unhappiness
of it all and I deleted the app. At first it felt weird. I would turn my phone to check it and nothing was
there, in the end I forgot about it and I am better because of it. Social media makes you feel like you are
less than you are.”
Student: Alexis, Hanover Horton High School
“I find that I encounter more body positive content than negative. The reason for this though depends who
you follow and surround yourself with, and I make sure to surround myself and follow those who encourage
me instead of putting me down. When I see body positive content on social media I find that it just makes
me feel normal for the body I have. Positive content can show people that your body doesn’t define you.”
Available at: https://www.nytimes.com/. Accessed on: August 9, 2024 (adapted).
*R1001202422*

LETRAS - INGLÊS 23
TEXT 3
Available at: https://inglesnoteclado.com.br/.
Accessed on: August 9, 2024.
The Base Nacional Comum Curricular (BNCC) objective that could be covered in such a teaching proposal is

Question

An Elementary School English teacher wants to create a didactic sequence based on the theme “social
media”. The teacher decided to explore the following texts with her students, considering the principles
of a critical approach and the principles proposed in the Base Nacional Comum Curricular (BNCC).
TEXT 1
News is irrelevant. Out of the approximately 10,000 news stories you have read in the last 12 months,
name one that – because you consumed it – allowed you to make a better decision about a serious matter
affecting your life, your career or your business. The point is: the consumption of news is irrelevant to you.
But people find it very difficult to recognise what’s relevant. It’s much easier to recognise what’s new. The
relevant versus the new is the fundamental battle of the current age. In reality, news consumption is a
competitive disadvantage. The less news you consume, the bigger the advantage you have.
Available at: https://www.theguardian.com/. Accessed on: June 06, 2024 (adapted).
TEXT 2
What students are saying about how social media affects their body image?
By The Learning Network – March 31, 2022
As we regularly do when The Times writes about an issue that touches the lives of young people, we used
our daily Student Opinion forum to ask teenagers to share their perspectives on social media and body
image. Let’s see what students from Hanover Horton High School think about it:
Student: LB, Hoggard High School, Wilmington NC
“When I was in fifth grade, I got Instagram and, at first, I was obsessed… It was all so new, but eventually
I realized there was “no harm”. I regret thinking that. I would follow all the celebrities my friends did [...].
I started to feel inadequate about the way I dressed and looked… Eventually, I couldn’t stand the unhappiness
of it all and I deleted the app. At first it felt weird. I would turn my phone to check it and nothing was
there, in the end I forgot about it and I am better because of it. Social media makes you feel like you are
less than you are.”
Student: Alexis, Hanover Horton High School
“I find that I encounter more body positive content than negative. The reason for this though depends who
you follow and surround yourself with, and I make sure to surround myself and follow those who encourage
me instead of putting me down. When I see body positive content on social media I find that it just makes
me feel normal for the body I have. Positive content can show people that your body doesn’t define you.”
Available at: https://www.nytimes.com/. Accessed on: August 9, 2024 (adapted).
*R1001202422*

LETRAS - INGLÊS 23
TEXT 3
Available at: https://inglesnoteclado.com.br/.
Accessed on: August 9, 2024.
The Base Nacional Comum Curricular (BNCC) objective that could be covered in such a teaching proposal is Alternativa A: to identify similarities and differences between the English language and the mother tongue/other
languages, linking them to social, cultural and identity aspects, in an intrinsic relationship between
language, culture and identity. Ou Alternativa B: to communicate in English, using a variety of languages in print and digital media, recognizing it as a
tool for accessing knowledge, broadening perspectives and possibilities for understanding the values
and interests of other cultures and for exercising social leadership. Ou Alternativa C: to use different languages (artistic, corporal and verbal) to exercise, with autonomy and collaboration,
protagonism and authorship in personal and collective life, in a critical, creative, ethical and supportive
manner, defending points of view that respect the other and promote Human Rights. Ou Alternativa D: to elaborate linguistic-discursive repertoires of the English language, used in different countries and by
different social groups within the same country, in order to recognize linguistic diversity as a right and
to value the heterogeneous, hybrid and multimodal uses emerging in contemporary societies.

Qconcursos · Accepted Answer

Alternativa [C] to use different languages (artistic, corporal and verbal) to exercise, with autonomy and collaboration,
protagonism and authorship in personal and collective life, in a critical, creative, ethical and supportive
manner, defending points of view that respect the other and promote Human Rights. Gabarito: CFundamento decisivo: A decisão está na correspondência direta entre a competência da BNCC reproduzida na alternativa C e a proposta de uma sequência crítica sobre social media, com leitura de textos e defesa de pontos de vista com respeito ao outro e aos Direitos Humanos.Tema central: competência da BNCCAnálise das alternativasAErradaEstá errada porque desloca o foco para comparação entre inglês e língua materna/outras línguas, vinculada a cultura e identidade. O enunciado não apresenta como centro da proposta a comparação interlinguística; o núcleo está na leitura crítica e ética de textos sobre redes sociais.BErradaEstá errada porque enfatiza comunicação em inglês em mídias impressas e digitais como ferramenta de acesso a conhecimentos, compreensão de valores de outras culturas e exercício de liderança social. Esse recorte instrumental e intercultural não coincide diretamente com o eixo decisivo da proposta, que é análise crítica, multimodalidade, posicionamento e dimensão ética.CCertaA alternativa C corresponde à competência específica da área de Linguagens da BNCC indicada na base decisória: utilizar diferentes linguagens para atuar com autonomia e colaboração, com protagonismo e autoria, de forma crítica, ética e solidária, defendendo pontos de vista que respeitem o outro e promovam os Direitos Humanos. Isso coincide com a proposta de sequência didática sobre social media.DErradaEstá errada porque centra o objetivo na diversidade sociolinguística do inglês, em seus usos por diferentes países e grupos sociais, para reconhecer heterogeneidade, hibridez e multimodalidade. Embora a multimodalidade apareça na proposta, o enunciado não está voltado ao estudo de variedades do inglês nem ao direito à diversidade linguística como foco principal.Pegadinha da questãoA confusão explorada foi associar qualquer menção a mídia digital ou multimodalidade às alternativas B ou D. O ponto real não era só o suporte digital, mas a abordagem crítica e ética com defesa de pontos de vista e promoção dos Direitos Humanos, que só C contempla diretamente.Dica para questões semelhantesEm questão de BNCC, identifique primeiro o núcleo da prática proposta no enunciado e compare com a formulação das competências.Se a atividade envolve tema social contemporâneo, análise crítica, posicionamento e respeito ao outro, procure a alternativa que traga explicitamente ética, protagonismo e Direitos Humanos.Não escolha alternativa apenas porque menciona mídia digital ou multimodalidade; verifique qual é a finalidade pedagógica central dessa utilização.Elimine opções com foco linguístico específico, como comparação entre línguas ou diversidade de variedades, quando o enunciado estiver centrado em prática crítica de linguagem.

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