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Ano: 2023
Banca:
FGV
Órgão:
Câmara dos Deputados
Prova:
FGV - 2023 - Câmara dos Deputados - Analista Legislativo - Assistente Social - Manhã |
Q2315589
Inglês
Texto associado
Read the Text II and answer the question that follow it.
Text II
Global plastic treaty should address chemicals
In March, the global community agreed to establish a legally
binding treaty to end plastic pollution. To deliver on this goal, the
treaty needs to cover all issues of plastics chemicals as an
inseparable part of the problem.
Plastics are complex materials consisting of chemical
mixtures, including polymers, additives, residual monomers and
processing aids, and non-intentionally added substances. Such
mixtures release across the plastics life cycle, from feedstock
extraction, production, and use, to reuse, recycling, and disposal;
they also recombine along complex, unplanned pathways. As a
result, humans and environments are ubiquitously exposed to
plastics chemicals, often with serious consequences.
Out of more than 10,000 known plastics chemicals, at least
2,400 are classified as toxic, such as many phthalates and
brominated flame retardants. Documented health effects span
generations and include premature births, low birth weight,
obesity, diabetes, cardiovascular disease, endometriosis,
infertility, and cancers. In the United States alone, associated
costs of endocrine-disrupting chemicals amount to USD$300
billion/year. The total burden on community, ecosystem health,
and biodiversity is far greater.
Even with material recycling, plastics chemicals ultimately
proliferate in the ecosystem, whether as emissions or by entering
new products, exposing waste-laborers, consumers, and frontline
communities to new chemical cocktails. An effective, fair, and
safe circular economy can only be achieved by phasing out toxic
chemicals from plastic production.
As negotiations for a global treaty begin, plastics chemicals
need to be front and center. However, preparatory meeting
documents focus on downstream plastic waste and work from a
narrow definition of chemicals as hazardous additives. To enable
the treaty to fully address plastics’ ecological, health, and
environmental justice problems, it is essential to redefine plastics
as complex chemical mixtures and to integrate chemical issues
across the life cycle within the scope and core obligations of the
legal instrument.
Adapted from: https://www.science.org/doi/10.1126/science.adf5410.
When one opts for “phasing out toxic chemicals from plastic
production” (4th paragraph), this means the process is
Ano: 2023
Banca:
FGV
Órgão:
Câmara dos Deputados
Prova:
FGV - 2023 - Câmara dos Deputados - Analista Legislativo - Assistente Social - Manhã |
Q2315588
Inglês
Texto associado
Read the Text II and answer the question that follow it.
Text II
Global plastic treaty should address chemicals
In March, the global community agreed to establish a legally
binding treaty to end plastic pollution. To deliver on this goal, the
treaty needs to cover all issues of plastics chemicals as an
inseparable part of the problem.
Plastics are complex materials consisting of chemical
mixtures, including polymers, additives, residual monomers and
processing aids, and non-intentionally added substances. Such
mixtures release across the plastics life cycle, from feedstock
extraction, production, and use, to reuse, recycling, and disposal;
they also recombine along complex, unplanned pathways. As a
result, humans and environments are ubiquitously exposed to
plastics chemicals, often with serious consequences.
Out of more than 10,000 known plastics chemicals, at least
2,400 are classified as toxic, such as many phthalates and
brominated flame retardants. Documented health effects span
generations and include premature births, low birth weight,
obesity, diabetes, cardiovascular disease, endometriosis,
infertility, and cancers. In the United States alone, associated
costs of endocrine-disrupting chemicals amount to USD$300
billion/year. The total burden on community, ecosystem health,
and biodiversity is far greater.
Even with material recycling, plastics chemicals ultimately
proliferate in the ecosystem, whether as emissions or by entering
new products, exposing waste-laborers, consumers, and frontline
communities to new chemical cocktails. An effective, fair, and
safe circular economy can only be achieved by phasing out toxic
chemicals from plastic production.
As negotiations for a global treaty begin, plastics chemicals
need to be front and center. However, preparatory meeting
documents focus on downstream plastic waste and work from a
narrow definition of chemicals as hazardous additives. To enable
the treaty to fully address plastics’ ecological, health, and
environmental justice problems, it is essential to redefine plastics
as complex chemical mixtures and to integrate chemical issues
across the life cycle within the scope and core obligations of the
legal instrument.
Adapted from: https://www.science.org/doi/10.1126/science.adf5410.
From the excerpt “humans and environments are ubiquitously
exposed to plastics chemicals” (2nd paragraph), one can infer that
this situation is
Ano: 2023
Banca:
FGV
Órgão:
Câmara dos Deputados
Prova:
FGV - 2023 - Câmara dos Deputados - Analista Legislativo - Assistente Social - Manhã |
Q2315587
Inglês
Texto associado
Read the Text II and answer the question that follow it.
Text II
Global plastic treaty should address chemicals
In March, the global community agreed to establish a legally
binding treaty to end plastic pollution. To deliver on this goal, the
treaty needs to cover all issues of plastics chemicals as an
inseparable part of the problem.
Plastics are complex materials consisting of chemical
mixtures, including polymers, additives, residual monomers and
processing aids, and non-intentionally added substances. Such
mixtures release across the plastics life cycle, from feedstock
extraction, production, and use, to reuse, recycling, and disposal;
they also recombine along complex, unplanned pathways. As a
result, humans and environments are ubiquitously exposed to
plastics chemicals, often with serious consequences.
Out of more than 10,000 known plastics chemicals, at least
2,400 are classified as toxic, such as many phthalates and
brominated flame retardants. Documented health effects span
generations and include premature births, low birth weight,
obesity, diabetes, cardiovascular disease, endometriosis,
infertility, and cancers. In the United States alone, associated
costs of endocrine-disrupting chemicals amount to USD$300
billion/year. The total burden on community, ecosystem health,
and biodiversity is far greater.
Even with material recycling, plastics chemicals ultimately
proliferate in the ecosystem, whether as emissions or by entering
new products, exposing waste-laborers, consumers, and frontline
communities to new chemical cocktails. An effective, fair, and
safe circular economy can only be achieved by phasing out toxic
chemicals from plastic production.
As negotiations for a global treaty begin, plastics chemicals
need to be front and center. However, preparatory meeting
documents focus on downstream plastic waste and work from a
narrow definition of chemicals as hazardous additives. To enable
the treaty to fully address plastics’ ecological, health, and
environmental justice problems, it is essential to redefine plastics
as complex chemical mixtures and to integrate chemical issues
across the life cycle within the scope and core obligations of the
legal instrument.
Adapted from: https://www.science.org/doi/10.1126/science.adf5410.
Based on Text II, mark the statements below as true (T) or false
(F).
( ) Evidence that plastics chemicals and different illnesses are closely related is scanty.
( ) Chemical mixtures in plastics may take unforeseen directions.
( ) Forthcoming documents ought to revamp earlier definitions of plastics.
The statements are, respectively,
( ) Evidence that plastics chemicals and different illnesses are closely related is scanty.
( ) Chemical mixtures in plastics may take unforeseen directions.
( ) Forthcoming documents ought to revamp earlier definitions of plastics.
The statements are, respectively,
Ano: 2023
Banca:
FGV
Órgão:
Câmara dos Deputados
Prova:
FGV - 2023 - Câmara dos Deputados - Analista Legislativo - Assistente Social - Manhã |
Q2315586
Inglês
Texto associado
Read the Text I and answer the question that follow it.
Text I
Correspondence
Human genome editing: potential seeds of conflict
Recently, The Lancet published an important declaration regarding the necessity of regulating and legislating for human genome editing. We agree with their opinions that the human genome editing technology and resulting research can have both positive and negative effects on human society. The use of genome editing for research and commercial purposes has sparked debates in both biological and political realms. However, most of them have mainly focused on the effects of human genome editing on the patients themselves, and little attention has been paid to their offspring.
Several films, such as Gattaca and Gundam SEED, have addressed the conflicts that arise from human genome editing. Such conflicts not only exist within the generation who have experienced editing but are also transmitted to their offspring. For example, in these films, the offspring of people without genome editing felt a sense of unfairness regarding the inferiority of their physical (or other non-edited domains) status, whereas the offspring of people with genome editing grew up in a biased, discriminated against, and ostracized environment. They could have lived in peace with a strong and well regulated government; however, when the tenuous grip of government weakens, jealousy and resentment can lead to ruins. Although these scenes still exist in films, they might become increasingly plausible in decades to come. Using the concept of preparedness, access, countermeasures, tools, and trust, we should prepare legitimate human genome editing, establish access to deal with imminent or potential discrimination, develop countermeasures and tools for prevention and resolution of conflict, and entrust future generations with the responsibility to use them wisely.
Bing-Yan Zeng, Ping-Tao Tseng, *Chih-Sung Liang
Adapted from: www.thelancet.com, vol. 401, June 24, 2023 at
https://www.thelancet.com/action/showPdf?pii=S0140-6736%2823%2901084-X
The excerpt that has an example of a verb in the passive voice is
Ano: 2023
Banca:
FGV
Órgão:
Câmara dos Deputados
Prova:
FGV - 2023 - Câmara dos Deputados - Analista Legislativo - Assistente Social - Manhã |
Q2315583
Inglês
Texto associado
Read the Text I and answer the question that follow it.
Text I
Correspondence
Human genome editing: potential seeds of conflict
Recently, The Lancet published an important declaration regarding the necessity of regulating and legislating for human genome editing. We agree with their opinions that the human genome editing technology and resulting research can have both positive and negative effects on human society. The use of genome editing for research and commercial purposes has sparked debates in both biological and political realms. However, most of them have mainly focused on the effects of human genome editing on the patients themselves, and little attention has been paid to their offspring.
Several films, such as Gattaca and Gundam SEED, have addressed the conflicts that arise from human genome editing. Such conflicts not only exist within the generation who have experienced editing but are also transmitted to their offspring. For example, in these films, the offspring of people without genome editing felt a sense of unfairness regarding the inferiority of their physical (or other non-edited domains) status, whereas the offspring of people with genome editing grew up in a biased, discriminated against, and ostracized environment. They could have lived in peace with a strong and well regulated government; however, when the tenuous grip of government weakens, jealousy and resentment can lead to ruins. Although these scenes still exist in films, they might become increasingly plausible in decades to come. Using the concept of preparedness, access, countermeasures, tools, and trust, we should prepare legitimate human genome editing, establish access to deal with imminent or potential discrimination, develop countermeasures and tools for prevention and resolution of conflict, and entrust future generations with the responsibility to use them wisely.
Bing-Yan Zeng, Ping-Tao Tseng, *Chih-Sung Liang
Adapted from: www.thelancet.com, vol. 401, June 24, 2023 at
https://www.thelancet.com/action/showPdf?pii=S0140-6736%2823%2901084-X
The word “seed” as used in the title is related to the act of
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291649
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
The adverb in “Furthermore, there is an ethical responsibility”
can be replaced, without change in meaning, by
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291648
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
In “to arm language users”, the word “arm” is a(n)
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291647
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
“Likely” in “language is likely to take place” indicates
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291646
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
The extract “For those in expanding circle countries, English is
becoming a language of the global elite” means that in these
contexts English
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291645
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
Analyse the assertions below based on Text III:
I. Digital literacy involves issues that go beyond technical skills.
II. English as a lingua franca is not used by outer circle countries.
III. Awareness of cultural realities is needed when communicating in English.
Choose the correct answer:
I. Digital literacy involves issues that go beyond technical skills.
II. English as a lingua franca is not used by outer circle countries.
III. Awareness of cultural realities is needed when communicating in English.
Choose the correct answer:
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291644
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Texto associado
READ TEXT II AND ANSWER QUESTION
Text II
From: https://www.facebook.com/photo
As used in Text II, the correct definition of “costume” is a
Ano: 2023
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FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291643
Inglês
Texto associado
READ TEXT II AND ANSWER QUESTION
Text II
From: https://www.facebook.com/photo
In Text II, the verb that is similar in meaning to “made it up” is
Ano: 2023
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FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291642
Inglês
Texto associado
READ TEXT II AND ANSWER QUESTION
Text II
From: https://www.facebook.com/photo
The correct form of reporting the first sentence of the speech in
the second panel is:
Ano: 2023
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Q2291641
Inglês
Texto associado
READ TEXT II AND ANSWER QUESTION
Text II
From: https://www.facebook.com/photo
In the third panel, Nancy, who is speaking, takes the girl’s
comment as a(n)
Ano: 2023
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FGV
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Texto associado
READ TEXT II AND ANSWER QUESTION
Text II
From: https://www.facebook.com/photo
Text II is a
Ano: 2023
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FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291639
Inglês
Texto associado
READ TEXT I AND ANSWER QUESTION
Text I
English Language Learning In Brazil
According to the BNCC1
, learning English enables students to
engage and participate in a globalized and pluralistic world. It
allows students to develop a critical mindset and exercise their
citizenship rights while expanding the possibilities of interaction
and mobility. In this sense, the BNCC outlines three critical
implications for the English curriculum. The first is the globalized
nature of English, in which the concepts of language, territory
and culture are reconsidered since English speakers are no longer
found only in countries where English is the official language. The
second implication concerns broadening the definition of literacy,
bringing the concept of “multi-literacies” to the Brazilian
curriculum as students expand their linguistic knowledge, and
English becomes a symbolic asset for Brazilians to express
themselves in a different language. Finally, the third implication
concerns different teaching approaches, which implies embracing
the culture and traditions of the language, not only the formal
grammatical standards, breaking with aspects related to
“correctness”, “accuracy”, and “proficiency”.
[…]
Even in a challenging context, it is clear that Brazil has made
significant progress by approving a new and flexible curriculum
for upper secondary schools and putting English mandatory in the
standard part of the curriculum. However, major efforts are still
required to ensure the smooth implementation of this reform,
which the pandemic and the difficulties in coordination across
the national and subnational levels have already hindered.
1BNCC: Base Nacional Comum Curricular
Adapted from: https://www.thedialogue.org/analysis/english-language-learning-inbrazil/
The excerpt “major efforts are still required” (2nd paragraph)
is in the
Ano: 2023
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Órgão:
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Q2291638
Inglês
Texto associado
READ TEXT I AND ANSWER QUESTION
Text I
English Language Learning In Brazil
According to the BNCC1
, learning English enables students to
engage and participate in a globalized and pluralistic world. It
allows students to develop a critical mindset and exercise their
citizenship rights while expanding the possibilities of interaction
and mobility. In this sense, the BNCC outlines three critical
implications for the English curriculum. The first is the globalized
nature of English, in which the concepts of language, territory
and culture are reconsidered since English speakers are no longer
found only in countries where English is the official language. The
second implication concerns broadening the definition of literacy,
bringing the concept of “multi-literacies” to the Brazilian
curriculum as students expand their linguistic knowledge, and
English becomes a symbolic asset for Brazilians to express
themselves in a different language. Finally, the third implication
concerns different teaching approaches, which implies embracing
the culture and traditions of the language, not only the formal
grammatical standards, breaking with aspects related to
“correctness”, “accuracy”, and “proficiency”.
[…]
Even in a challenging context, it is clear that Brazil has made
significant progress by approving a new and flexible curriculum
for upper secondary schools and putting English mandatory in the
standard part of the curriculum. However, major efforts are still
required to ensure the smooth implementation of this reform,
which the pandemic and the difficulties in coordination across
the national and subnational levels have already hindered.
1BNCC: Base Nacional Comum Curricular
Adapted from: https://www.thedialogue.org/analysis/english-language-learning-inbrazil/
The word “citizenship” (1st paragraph) is formed by
Ano: 2023
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FGV
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Texto associado
READ TEXT I AND ANSWER QUESTION
Text I
English Language Learning In Brazil
According to the BNCC1
, learning English enables students to
engage and participate in a globalized and pluralistic world. It
allows students to develop a critical mindset and exercise their
citizenship rights while expanding the possibilities of interaction
and mobility. In this sense, the BNCC outlines three critical
implications for the English curriculum. The first is the globalized
nature of English, in which the concepts of language, territory
and culture are reconsidered since English speakers are no longer
found only in countries where English is the official language. The
second implication concerns broadening the definition of literacy,
bringing the concept of “multi-literacies” to the Brazilian
curriculum as students expand their linguistic knowledge, and
English becomes a symbolic asset for Brazilians to express
themselves in a different language. Finally, the third implication
concerns different teaching approaches, which implies embracing
the culture and traditions of the language, not only the formal
grammatical standards, breaking with aspects related to
“correctness”, “accuracy”, and “proficiency”.
[…]
Even in a challenging context, it is clear that Brazil has made
significant progress by approving a new and flexible curriculum
for upper secondary schools and putting English mandatory in the
standard part of the curriculum. However, major efforts are still
required to ensure the smooth implementation of this reform,
which the pandemic and the difficulties in coordination across
the national and subnational levels have already hindered.
1BNCC: Base Nacional Comum Curricular
Adapted from: https://www.thedialogue.org/analysis/english-language-learning-inbrazil/
In the excerpt “since English speakers are no longer found” (1st
paragraph), “since” is used to
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291636
Inglês
Texto associado
READ TEXT I AND ANSWER QUESTION
Text I
English Language Learning In Brazil
According to the BNCC1
, learning English enables students to
engage and participate in a globalized and pluralistic world. It
allows students to develop a critical mindset and exercise their
citizenship rights while expanding the possibilities of interaction
and mobility. In this sense, the BNCC outlines three critical
implications for the English curriculum. The first is the globalized
nature of English, in which the concepts of language, territory
and culture are reconsidered since English speakers are no longer
found only in countries where English is the official language. The
second implication concerns broadening the definition of literacy,
bringing the concept of “multi-literacies” to the Brazilian
curriculum as students expand their linguistic knowledge, and
English becomes a symbolic asset for Brazilians to express
themselves in a different language. Finally, the third implication
concerns different teaching approaches, which implies embracing
the culture and traditions of the language, not only the formal
grammatical standards, breaking with aspects related to
“correctness”, “accuracy”, and “proficiency”.
[…]
Even in a challenging context, it is clear that Brazil has made
significant progress by approving a new and flexible curriculum
for upper secondary schools and putting English mandatory in the
standard part of the curriculum. However, major efforts are still
required to ensure the smooth implementation of this reform,
which the pandemic and the difficulties in coordination across
the national and subnational levels have already hindered.
1BNCC: Base Nacional Comum Curricular
Adapted from: https://www.thedialogue.org/analysis/english-language-learning-inbrazil/
By holding that English has a “globalized nature” (1st paragraph),
the text implies that it
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291635
Inglês
Texto associado
READ TEXT I AND ANSWER QUESTION
Text I
English Language Learning In Brazil
According to the BNCC1
, learning English enables students to
engage and participate in a globalized and pluralistic world. It
allows students to develop a critical mindset and exercise their
citizenship rights while expanding the possibilities of interaction
and mobility. In this sense, the BNCC outlines three critical
implications for the English curriculum. The first is the globalized
nature of English, in which the concepts of language, territory
and culture are reconsidered since English speakers are no longer
found only in countries where English is the official language. The
second implication concerns broadening the definition of literacy,
bringing the concept of “multi-literacies” to the Brazilian
curriculum as students expand their linguistic knowledge, and
English becomes a symbolic asset for Brazilians to express
themselves in a different language. Finally, the third implication
concerns different teaching approaches, which implies embracing
the culture and traditions of the language, not only the formal
grammatical standards, breaking with aspects related to
“correctness”, “accuracy”, and “proficiency”.
[…]
Even in a challenging context, it is clear that Brazil has made
significant progress by approving a new and flexible curriculum
for upper secondary schools and putting English mandatory in the
standard part of the curriculum. However, major efforts are still
required to ensure the smooth implementation of this reform,
which the pandemic and the difficulties in coordination across
the national and subnational levels have already hindered.
1BNCC: Base Nacional Comum Curricular
Adapted from: https://www.thedialogue.org/analysis/english-language-learning-inbrazil/
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