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TEXT II
Another Brick In The Wall (Pink Floyd)
We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers, leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all, it's just another brick in the wall
All in all, you're just another brick in the wall
(Adapted from: https://www.letras.mus.br/pink-floyd/64541/. Accessed on October 31 , 2019).
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
Fonte: IBGE. Acesso: https://cidades.ibge.gov.br/brasil/panorama Feita a análise do quadro, indique a alternativa que apresenta a CORRETA avaliação.
( ) Investimentos em pesquisas fizeram com que o Governo Federal anunciasse, em 2007, a descoberta do Pré-sal, que é uma camada constituída por rochas que se depositaram no assoalho submarino antes da formação da espessa camada de sal, e sua extensão vai do norte de Santa Catarina ao sul do Espírito Santo. ( ) A Petrobrás é uma empresa totalmente estatal que usa o slogan “O petróleo é nosso!” para afirmar a soberania nacional na produção de petróleo e gás. ( ) A Organização dos Países Exportadores de Petróleo-OPEP nasceu para defender os interesses dos países exportadores em suas relações com as corporações estrangeiras e com os países consumidores. Em 2008, o Brasil foi convidado para se associar a OPEP, tornando- se membro da organização. ( ) O objetivo da criação da Petrobrás foi regular o funcionamento de todo o setor petrolífero, incluindo as concessões e explorações. No início do século XXI, o governo brasileiro de viés neoliberal flexibilizou o monopólio da empresa, permitindo a participação de empesas internacionais em todos os campos de atuação.
A sequência CORRETA de preenchimento dos parêntese é:
I- Agricultura camponesa. II- Agricultura orgânica. III- Agricultura patronal. IV- Agricultura moderna.
( ) utiliza mão de obra da contratação de trabalhadores assalariados e em geral são empresas agrícolas que fazem uso de técnicas modernas. ( ) a produção é destinada ao abastecimento da família e pode ser comercializada no mercado local, normalmente objetivando o sustento da própria família, e não o lucro. ( ) possui grande integração com os mercados vendendo os produtos tanto para empresas agroindustriais, quanto para compra de insumos como fertilizantes, agrotóxicos, maquinas e equipamentos. ( ) utiliza a terra de forma sustentável, não faz uso de produtos químicos como fertilizantes e agrotóxicos.
A sequência CORRETA de associação é:
I- Bacia hidrográfica. II- Ciclo Hidrológico. III- Padrões de drenagem. IV- Usos consuntivos. V- Usos não consuntivos.
( ) Aqueles em que o uso da água implica no seu consumo, na sua redução quantitativa (abastecimento público, usos residenciais, dessedentação de animais, irrigação, entre outros). ( ) Arranjo espacial dos cursos fluviais, que podem ser influenciados em sua atividade morfogenética pela natureza e disposição das camadas das rochas, pela resistência litológica variável, pelas diferenças de declividade e pela evolução geomorfológica da região. ( ) Um fenômeno natural de circulação da água entre a superfície terrestre e a atmosfera (principalmente na troposfera) dirigido pelo Sol associado à gravidade e à rotação terrestre. ( ) Área delimitada por um divisor de águas que drena as águas de chuvas por ravinas, canais e tributários para o curso principal, com vazão efluente, convergindo para uma única saída e desaguando diretamente no mar ou em um grande lago. ( ) Aqueles em que não há consumo ou modificação do volume da água de forma expressiva (geração de energia, recreação, pesca, navegação, entre outros).
A sequência CORRETA é:
Considerando o que informa a citação, a Terra tem forma:
( ) Os manguezais no Brasil estão distribuídos em quase toda área litorânea e fazem a transição entre os ecossistemas terrestres e marinhos, ocorrem em solos salinos alagados de estuários tropicais e subtropicais, controlados pela dinâmica das marés. ( ) O termo bioma está relacionado a certo tipo de formação vegetal em associação com a sua fauna própria, sua delimitação se dá também pelo controle zonal. Nessa perspectiva, a mata atlântica está inserida dentro do bioma das florestas tropicais úmidas. ( ) Ecossistemas são grandes unidades de terra e água associando elementos bióticos e abióticos que regulam a estrutura e a função das comunidades naturais no Brasil existem 30 ecossistemas. ( ) No Brasil as manchas de florestas tropicais estacionais se desenvolvem no domínio morfoclimático Amazônico.
A sequência CORRETA de preenchimento dos parênteses é:
I- A rede urbana é o conjunto articulado de centros urbanos resultante de processos complexos desenvolvidos por diferentes atores sociais, com diversas características de densidade, funções que desempenham, a natureza, a intensidade e o alcance de suas interações e a forma espacial da rede. II- As cidades intermediarias não se definem apenas pelo seu tamanho demográfico e dimensões, mas também em função do seu papel nos fluxos de bens, informações, inovações, administração, entre os territórios rurais e urbanos de sua área de influência e dos outros centros e áreas menores. III- Atualmente o Brasil possuía duas metrópoles, que segundo o Instituto Brasileiro de Geografia e Estatística – IBGE -, é aquela que possui população entre 100.000 e 500.000 habitantes. IV- As cidades médias são aquelas que desempenham papéis de intermediação entre as redes urbanas, diferenciando-as de cidades de porte médio cujos critérios são definidos pelo IBGE em função de seu tamanho demográfico.
É CORRETO o que se afirma apenas em:
I- A implantação do SNUC possibilitou o fim dos conflitos por interesses de uso e gestão dos recursos naturais nas unidades de conservação de proteção integral, compatibilizando a conservação da natureza com o uso sustentável dos seus recursos naturais. II- O SNUC é composto por 12 categorias, e seus objetivos específicos se diferenciam quanto à forma de proteção e usos permitidos, sendo capaz de garantir a proteção de parcela representativa dos biomas brasileiros, a partir de determinadas práticas de gestão territorial. III- As unidades de conservação integrantes do SNUC dividem-se em dois grupos, com características específicas, são eles: Unidades de Proteção Integral e Unidades de Uso Sustentável. IV- O Instituto Chico Mendes de Conservação da Biodiversidade (ICMBio) é responsável pela criação e gestão das UCs federais em todos os biomas brasileiros: Amazônia, Caatinga, Cerrado, Mata Atlântica, Pampa, Pantanal e Marinho.
É CORRETO o que consta apenas em:
Fonte: Laboratório de demografia e estudos populacionais. Acesso: https://www.ufjf.br/ladem/2013/04/25/ibge-mapeia-a-populacao-indigena/ ( ) A população indígena está distribuída por todo território nacional, e no litoral existe um maior número de pessoas declaradas indígenas nos Estados de Pernambuco e Alagoas. ( ) No Centro Oeste do Brasil o maior número de pessoas indígenas encontra-se no Estado do Mato Grosso e Mato Grosso do Sul. ( ) Dentro do limite da Amazônia Legal existe uma grande concentração no número de pessoas declaradas indígenas, em particular nos estados de Roraima e Amazonas. ( ) São Paulo é o estado do Sudeste que apresenta uma maior concentração da população declarada indígena.
Assinale alternativa CORRETA que apresenta a avaliação das proposições.
O fenômeno citado no texto teve como causa dois fatores, um deles é uma condição meteorológica considerada como um processo natural, o outro é um problema ambiental. Com relação a esse segundo fator, que aspecto, associado à frente fria provocou a mudança ocorrida em São Paulo?
Analise as afirmações abaixo com relação aos processos de degradação do solo.
I- São fatores controladores das taxas de erosão: erosividade da chuva, propriedades do solo, cobertura vegetal, características das encostas. A ação do homem pode alterar estes fatores e, consequentemente, acelerar ou retardar os processos erosivos. II- Existem diversas formas de erosão. Erosão laminar, ravinas e voçorocas são alguns exemplos.
III- A degradação pode ser causada por diversos fatores como: erosão, acidificação, acumulação de metais pesados, redução de nutrientes no solo, redução da matéria orgânica.
É CORRETO o que se afirmar em:
Indique a alternativa que apresenta a sequência CORRETA das unidades da paisagem superiores e inferiores:
Conheça nossos planos