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Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
Choose the correct answer:
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
( ) The New London Group (NLG) coined the term ‘literacy’. ( ) One of the factors that triggered a change in the concept of being literate was digital communications media. ( ) The concept of multiliteracies disregards the diversity of discourses.
The statements are, respectively,
Avalie, com base na teoria de Piaget acerca de desenvolvimento e aprendizagem, se os estágios que caracterizam o desenvolvimento das estruturas à aprendizagem incluem:
I. Estágio sensório-motor.
I. Estágio pré-operacional.
III. Estágio de operações concretas.
IV. Estágio de operações formais ou hipotético-dedutivas.
Estão corretos os itens
Com base nos argumentos do autor, analise as afirmativas a seguir.
I. Os modelos híbridos não se reduzem a misturar o presencial e o digital, mas a realizar todos os modos de integração possíveis.
II. O que a neuroeducação e as ciências da aprendizagem confirmam é que todos podemos empreender, mudar nossa visão de mundo, aprender a experimentar mais, assumir novos desafios.
III. Avançou na sociedade a percepção de que podemos aprender de múltiplas formas, em diferentes espaços físicos e digitais, síncronos e assíncronos; sozinhos, em grupos, em redes e com mentoria.
Está correto o que se afirma em
Com base no debate educacional acerca do multiculturalismo, analise as afirmativas a seguir.
I. O multiculturalismo liberal advoga que todas as pessoas compartilham uma igualdade natural e uma condição humana comum que permite a qualquer pessoa, independentemente do seu pertencimento cultural, competir no meio social em condições equivalentes às demais.
II. O multiculturalismo essencialista está mais envolvido com sua autoafirmação do que com a formação de alianças democráticas estratégicas em favor da justiça social.
III. O multiculturalismo crítico entende que os indivíduos produzem, renovam e reproduzem os significados em um contexto constantemente configurado e reconfigurado pelo poder.
Está correto o que se afirma em
Sobre o construtivismo, avalie as afirmativas a seguir:
I. Os sistemas cognitivos estão conformados por esquemas, e conhecer seria incorporar informação aos esquemas e, ao mesmo tempo, modificar e reelaborar tais esquemas à luz das novas informações.
II. De acordo com Vygotsky, para estudar a organização funcional da mente é preciso analisar as formas sociais da vida humana. As funções mentais superiores não podem explicar-se somente desde categorias biológicas, nem tampouco desde suposições individualistas e subjetivas. É preciso situar-se na interação entre o ser humano com seu meio sociocultural e analisar os processos e realizações de tal interação.
III. O papel do professor no construtivismo de Vygotsky tem maior peso do que o de Piaget, pelo papel da mediação, que potencializa o desenvolvimento à aprendizagem.
Está correto o que se afirma em
A educação do século XXI é marcada por normes desafios: se de um lado lutamos pela educação humana, pela convivência plural e democrática e pela diversidade, por outro as relações de sociabilidade são marcadas por desconfiança, violência e agressão. Numa sociedade cujo mercado prepondera, os indivíduos configuram-se como inimigos potenciais que disputam um lugar, assim como nós, no mercado de trabalho. Entretanto, em meio a relações paradoxais, Henri Wallon tece contribuições à relação cognição e afetividade na educação. (FERREIRA E ACIOLY-RÉGNIE, 2010)
Avalie se as seguintes afirmativas, relativas à articulação da teoria de Wallon com a educação, estão corretas:
I. Sua concepção psicogenética dialética do desenvolvimento contribui bastante para a compreensão do humano como pessoa integral, ajudando na superação da clássica divisão mente/corpo presente na cultura ocidental. A afetividade, pode ser compreendida de forma abrangente, como um conjunto funcional que emerge do orgânico e adquire um status social na relação com o outro e que é uma dimensão fundante na formação da pessoa completa.
II. Apresenta uma visão política de uma educação mais justa para uma sociedade democrática. A educação ão decorrente do estudo da teoria walloniana implica a inclusão de uma visão de pessoa completa e engajada da ação política, que busca não afastar o sujeito do mundo.
III. Valoriza a relação professor-aluno e a escola configura-se como fundamental expressão dos afetos no ato educativo. Asua presença aparece nas atividades propostas, nas relações que são estabelecidas, nos ditos e não ditos que povoam o imaginário escolar, convidando-nos a continuarmos refletindo e repensando o seu lugar nos processos formativos.
Está correto o que se afirma em
Com base no pensamento de Paulo Freire, analise as afirmativas a seguir.
I. A presença do professor é uma presença, em si, política.
II. A educação não vira política por causa da decisão deste ou daquele educador, ela é política.
III. O educador crítico não pode pensar que, a partir do curso que coordena, pode transformar o país.
Está correto o que se afirma em
Sobre esses tipos, avalie se afirmativas a seguir são vrdadeiras (V) ou falsas (F).
( ) A primária, a família: faz parte da vida do indivíduo desde o seu nascimento, e é a família quem o ensina coisas básicas do dia a dia, como hábitos alimentares, higiênicos, entre outros.
( ) A secundária, a escola: possui o papel de favorecer o desenvolvimento cognitivo do aluno, acolhendo-o, ajudandoo na construção de sua identidade, assim como ensinando-o sobre os conhecimentos acumulados do mundo. Portanto, a escola é, junto com a família, a instituição social que maiores repercussões têm para a criança, pois não só intervém na transmissão do saber científico organizado culturalmente, como influi nos aspectos relativos aos processos de socialização e individuação da criança.
( ) A terciária, o espaço público: tem as ruas e os meios de comunicação como principais agentes da socialização que acontece entre a criança e o meio com o qual ela está em contato.
As afirmativas são, respectivamente,
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