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Pierre Lévy (1999, p. 218) afirma que “nem os dispositivos de comunicação, nem os modos de conhecimento, e nem os gêneros característicos da cibercultura irão pura e simplesmente substituir os modos e gêneros anteriores. Irão influenciá-los e forçá-los a encontrar seu ‘nicho’ específico dentro da nova ecologia cognitiva”.
Considere o espaço educacional e relacione as colunas de acordo com as influências nos modos de vida provocadas pelo desenvolvimento do ciberespaço, segundo Lévy:
Coluna I
(1) Modos de conhecimento, de aprendizagem e de pensamento.
(2) Modos de relação.
(3) Gêneros literários e artísticos.
Coluna II
( ) Hiperdocumentos, obras interativas, ambientes virtuais, criação coletiva e distribuída.
( ) Comunicação interativa e comunitária de todos com todos no centro de espaços informacionais coletiva e continuamente reconstruídos.
( ) Simulações, navegações transversais em espaços de informação abertos, inteligência coletiva.
Na Coluna II, a sequência correta é
Analise as afirmações a seguir, sobre o modelo de ensino híbrido:
I. Configura-se como uma combinação metodológica que impacta na ação do professor e do estudante.
II. É usualmente definido como a convergência dos modelos de ensino presencial e on-line.
III. Altera as propostas de ensino consideradas tradicionais, pois inclui recursos de tecnologia digital.
IV. As tecnologias digitais têm um fim em si mesmas, pois estão inseridas na integração do currículo.
V. Os papéis exercidos por professores e estudantes sofrem alterações em relação ao ensino tradicional.
Estão corretas
Podemos pensar no empreendimento em grupo como uma espécie de escada de atividades, as quais são possibilitadas ou melhoradas por ferramentas sociais (SHIRKY, 2012, p. 46).
O degrau de maior complexidade dessa escada, segundo o autor, é o(a)
Qualquer reflexão sobre o futuro dos sistemas de educação e de formação na cibercultura deve ser fundada em uma análise prévia da mutação contemporânea da relação com o saber. Em relação a isso, a primeira constatação diz respeito à velocidade de surgimento e de renovação dos saberes e savoir-faire. Pela primeira vez na história da humanidade, a maioria das competências adquiridas por uma pessoa no início de seu percurso profissional estará obsoleta no fim de sua carreira. A segunda constatação, fortemente ligada à primeira, diz respeito à nova natureza do trabalho, cuja parte de transação de conhecimentos não para de crescer. Trabalhar quer dizer, cada vez mais, aprender, transmitir saberes e produzir conhecimentos. Terceira constatação: o ciberespaço suporta tecnologias intelectuais que amplificam, exteriorizam e modificam numerosas funções cognitivas humanas (LÉVY, 1999, p. 157).
Os recursos tecnológicos que amplificam, exteriorizam e modificam a função cognitiva da percepção são
A Internet comporta diversas interfaces. Cada interface reúne um conjunto de elementos de hardware e software destinados a possibilitar aos internautas trocas, intervenções, agregações, associações e significações como autoria e coautoria
(SILVA in ALMEIDA; MORAN, 2005, p. 65).
Sobre as interfaces mencionadas, relacionadas ao ambiente educacional, analise as seguintes afirmativas:
I. O chat permite discussões temáticas e elaborações colaborativas que potencializam a socialização e impulsionam a aprendizagem, mesmo que o texto oriundo das participações seja ligeiro, não linear e próximo da linguagem oral.
II. O fórum é um espaço on-line de discussão em grupo. Com interatividade síncrona, os participantes trocam opiniões e debatem temas propostos. O estudante pode emitir opinião, argumentar, contra-argumentar e tirar dúvidas, desdobrando discussões sobre temas de aprendizagem.
III. A dinâmica e as potencialidades das interfaces como o blog e o fotolog permitem ao professor disponibilizar um campo de possibilidades, de caminhos, garantindo a produção de significações livres e plurais.
IV. O professor pode lançar mão da lista de discussão como um espaço on-line para fazer críticas, enviar avisos e potencializar a comunicação massiva, dirigindo a aprendizagem.
Estão corretas
Sobre o movimento Maker na educação, analise as afirmativas a seguir:
I. A apropriação do movimento Maker pela educação não apresenta uma perspectiva única. Existem diferentes caminhos: elementos da robótica, Arduino, FabLabs, impressoras 3D, softwares livres etc.
II. Busca novos usos das tecnologias digitais, possibilitando construção de projetos, fabricação de objetos, desenvolvimento da criatividade, com base no compartilhamento e na colaboração.
Sobre essas afirmativas, é correto dizer:
Um computador é formado por várias partes, chamadas de hardware. Acerca delas, foram feitas as seguintes afirmativas:
I. Como exemplo de hardware de saída de dados temos o mouse e o teclado.
II. São exemplos de hardware de saída de dados o monitor e a impressora.
III. Hardware é a parte lógica do computador.
IV. Compõem o hardware básico de um computador o gabinete, o monitor, o teclado, o sistema operacional e o mouse.
V. O hardware pode ser classificado pela função que exerce, podendo ser de entrada ou de saída de dados.
Estão corretas
Os Recursos Educacionais Abertos (REA) utilizam licenças livres ou pouco restritivas. Existem vários tipos de licença Creative Commons, que permitem liberdades diferentes.
A seguir, são apresentados, na Coluna I, os ícones das diferentes licenças e, na Coluna II, suas características:
Coluna I
1- 
2- 
3- 
4- 
5- 
Coluna II
( ) Permite que outros distribuam, remixem, adaptem e criem a partir do trabalho do autor, mesmo para fins comerciais, desde que lhe atribuam o devido crédito pela criação original.
( ) Costuma ser comparada com as licenças de software livre e de código aberto copyleft.
( ) Permite que outros remixem, adaptem e criem a partir do trabalho do autor para fins não comerciais e não obriga a seguir o mesmo padrão de licenciamento.
( ) Permite que outros remixem, adaptem e criem a partir do trabalho do autor para fins não comerciais, desde que lhe atribuam o devido crédito e que licenciem as novas criações sob termos idênticos.
( ) É a mais restritiva das licenças principais, permitindo apenas o download e o compartilhamento de trabalhos, desde que atribuam crédito ao autor, sem que possam alterá-los ou utilizá-los para fins comerciais.
A sequência correta de associação entre as colunas é
Os estudantes do professor Matheus querem fazer um jornal para registrar suas produções textuais. O professor sugere que o trabalho seja realizado em um editor de textos, com orientação retrato e dividido em duas colunas. O editor de textos instalado nos computadores do colégio é o Writer. Após o usuário escolher a quantidade de colunas clicando sobre as opções, o Writer faz a distribuição na página automaticamente. Entretanto, é possível aumentar ou diminuir a largura e o espaçamento entre colunas.
Assinale a alternativa que possibilita esta tarefa.
TEXT 8
“As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.”
ALMEIDA, R. L. T. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, n. 2, 2012, p. 347.
The same word may belong to different word classes. In text 8, for example, the word "alien" is an adjective, but it could also be a noun in another context.
Select the group of words below in which there is ONE element that belongs to only one word class.
TEXT 8
“As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.”
ALMEIDA, R. L. T. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, n. 2, 2012, p. 347.
Read the sentences below and decide which ones are in accordance with the ideas presented in the text. Mark the most adequate answer A-D.
I. The internet has introduced a new relevance for learning a foreign language.
II. Practical conditions and educational relevance have justified changes to teaching.
III. The use of the English language outside schools has always been considered relevant.
IV. The author claims that reading should be the focus of teaching English in schools.
V. Producing internet related texts may be a way to empower our students.
The correct option is
TEXT 7
“This, then, is the site of resistance, change, adaptation and reformulation. It is akin to what Canagarajah (1999) in his discussion of resistance to the global spread of English describes as a ‘resistance perspective’, highlighting the ways in which postcolonial subjects ‘may find ways to negotiate, alter and oppose political structures, and reconstruct their languages, cultures and identities to their advantage. The intention is not to reject English, but to reconstitute it in more inclusive, ethical and democratic terms.”
PENNYCOOK, A. Global Englishes and Transcultural Flows. New York: Routledge, 2007, p. 29.
The sentence that best preserves the meaning of the following excerpt “The intention is not to reject English,
but to reconstitute it.” is:
TEXT 6
“Probably the best-known and most often cited dimension of the WE (World Englishes) paradigm is the model of concentric circles: the ‘norm-providing’ inner circle, where English is spoken as a native language (ENL), the ‘norm-developing’ outer circle, where it is a second language (ESL), and the ‘norm-dependent’ expanding circle, where it is a foreign language (EFL). Although only ‘tentatively labelled’ (Kachru, 1985, p.12) in earlier versions, it has been claimed more recently that ‘the circles model is valid in the senses of earlier historical and political contexts, the dynamic diachronic advance of English around the world, and the functions and standards to which its users relate English in its many current global incarnations’ (Kachru and Nelson, 1996, p. 78).”
PENNYCOOK, A. Global Englishes and Transcultural Flows. New York: Routledge, 2007, p. 21.
According to the text, it is possible to say that the “circles model” established by Kachru
TEXT 5
“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”
RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.
Ellipsis and substitution can be used as resources for avoiding repetition.
There are examples of ellipsis and substitution in the excerpt “And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it.”.
Mark the alternative that contains an example of ellipsis only.
TEXT 5
“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”
RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.
TEXT 5
“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”
RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.
TEXT 4
“It must be fairly obvious from the discussion in the foregoing paragraphs that the very concept of ‘World Englishes’ throws a number of challenges at all those of us who are in one way or another involved in it. For ELT professionals all over the world, it means, among other things, having to take a fresh look at many of the things that have been taken for granted for long.
Consider, for instance, the following. World English is not the mother-tongue of anyone – and this includes even those who used to rejoice in their status as the ‘native-speakers’ of their own varieties of English. This is so because World English is a language that is in the making and, from the looks of it is bound to remain so for the foreseeable future. Incidentally, any temptation to consider World English a pidgin would be totally misguided in that it is not a make-shift language, nor one that is progressing towards a full-fledged language in its own right. Nor, for that matter, is it gathering a new generation of native speakers. Rather, it is resistant to the very terminology that the linguists resort to in describing conventional ‘natural’ languages.”
RAJAGOPALAN, K. The identity of "World English”: New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p.104.
TEXT 4
“It must be fairly obvious from the discussion in the foregoing paragraphs that the very concept of ‘World Englishes’ throws a number of challenges at all those of us who are in one way or another involved in it. For ELT professionals all over the world, it means, among other things, having to take a fresh look at many of the things that have been taken for granted for long.
Consider, for instance, the following. World English is not the mother-tongue of anyone – and this includes even those who used to rejoice in their status as the ‘native-speakers’ of their own varieties of English. This is so because World English is a language that is in the making and, from the looks of it is bound to remain so for the foreseeable future. Incidentally, any temptation to consider World English a pidgin would be totally misguided in that it is not a make-shift language, nor one that is progressing towards a full-fledged language in its own right. Nor, for that matter, is it gathering a new generation of native speakers. Rather, it is resistant to the very terminology that the linguists resort to in describing conventional ‘natural’ languages.”
RAJAGOPALAN, K. The identity of "World English”: New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p.104.
TEXT 3
“Despite the contemporary calling of the speech/textual genre conceptions to deal with privations in the educational system (ROJO, 2008), the treatment given to genre, especially in theories operating with the notion of textual genre, has mainly focused on genre’s stable characteristics and on the development of competencies/capacities that lead to the comprehension and production of the oral and written genres circulating in the social world.
One of the implications of this kind of treatment for the literacy practices at school has considerably often been the genre displacement from micro and macrolinguistic contexts that interact in meaning construction to abstractly focus on the stable characteristics defining news, comics, recipes, editorial, blogs etc. Another, and maybe more serious, unfolding is that since it doesn’t look at how genres mingle and hybridize with other genres and semiosis in processes of constant (re)designing meanings, such a treatment can end up contributing to the mere (re)production of genres legitimized by school, leaving little or no space at all for the innovations and destabilization that mingling and transgression processes print to texts in contemporaneity and, as a consequence, for a critical position in relation to meanings constructed in the margins of what school validates as acceptable literacy practices.”
OLIVEIRA, M. B. F.; SZUNDI, P. T. C. Multiliteracies Practices at School: for a responsive education to contemporaneity.
Bakhtiniana, São Paulo, v. 9, n. 2, Jul./Dec. 2014, p. 206,207.
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