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Text 10A1-III
Language is not any arbitrary fact of colonialism. We ought to consider it as another form of violence imposed upon cultures by colonial rule, as devastatingly treacherous as any other. Of course, there is an obvious distinction between physical and linguistic subjugation, and the previous claim is not to erase this in any element. Linguistic violence itself persists long past the departure of the colonist, it is a violence committed against a very culture, one from which it may never fully recover. Language is not merely a group of symbols or words; this is clear from the fact that we see it as having been the object of colonial assault. Imperial powers recognized it as anything but arbitrary, or else it would not have even been seen as necessary to subject to the same ravage. We ought not to let the role of language in colonialism slip into the background. Language as a means of colonial dominance has too often been seen as a symptom of a larger colonial pathology, as a side-effect which does not require to be dealt with urgently or with equal dedication as with more wide-spread and common conceptions of colonial violence.
As a defining aspect of culture, language is not only the means by which we pass on culture or share it, but in order to do so it must, and does, carry on its back the entirety of a culture and civilization. Further, it acts as a collective memory bank of a culture‟s historical existence and experience. Because of this, the erasure of language is necessarily also the erasure of pre-colonial history. By systematically and aggressively burying a language, also buried with it is every historical event and every person who existed through it. Something as fundamental as it becomes, or rather, has been a way by which we perceive ourselves as well as where and how we exist among others. When one examines the colonial circumstance, they can see the ways in which the linguistic take-over by colonial powers posed an existential threat upon the colonized. To take away one‟s language is to take away their means of making themselves visible and perceiving themselves. The forceful imposition of colonial language on the colonized is not simply a matter of easy communication and convenience, it is to impose upon a group the task of supporting the weight of a culture which refuses to recognize them as human.
Ananya Ravishankar. Linguistic imperialism: colonial violence through language.
Trinity College Digital Repository, 2020. Internet:
Text 10A1-III
Language is not any arbitrary fact of colonialism. We ought to consider it as another form of violence imposed upon cultures by colonial rule, as devastatingly treacherous as any other. Of course, there is an obvious distinction between physical and linguistic subjugation, and the previous claim is not to erase this in any element. Linguistic violence itself persists long past the departure of the colonist, it is a violence committed against a very culture, one from which it may never fully recover. Language is not merely a group of symbols or words; this is clear from the fact that we see it as having been the object of colonial assault. Imperial powers recognized it as anything but arbitrary, or else it would not have even been seen as necessary to subject to the same ravage. We ought not to let the role of language in colonialism slip into the background. Language as a means of colonial dominance has too often been seen as a symptom of a larger colonial pathology, as a side-effect which does not require to be dealt with urgently or with equal dedication as with more wide-spread and common conceptions of colonial violence.
As a defining aspect of culture, language is not only the means by which we pass on culture or share it, but in order to do so it must, and does, carry on its back the entirety of a culture and civilization. Further, it acts as a collective memory bank of a culture‟s historical existence and experience. Because of this, the erasure of language is necessarily also the erasure of pre-colonial history. By systematically and aggressively burying a language, also buried with it is every historical event and every person who existed through it. Something as fundamental as it becomes, or rather, has been a way by which we perceive ourselves as well as where and how we exist among others. When one examines the colonial circumstance, they can see the ways in which the linguistic take-over by colonial powers posed an existential threat upon the colonized. To take away one‟s language is to take away their means of making themselves visible and perceiving themselves. The forceful imposition of colonial language on the colonized is not simply a matter of easy communication and convenience, it is to impose upon a group the task of supporting the weight of a culture which refuses to recognize them as human.
Ananya Ravishankar. Linguistic imperialism: colonial violence through language.
Trinity College Digital Repository, 2020. Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
André, an English teacher in Piauí, wants to show his students how to recognize English-Portuguese cognates in order to find clues about what text 10A1-II states.
Considering this hypothetical situation, choose the option that presents a word that, extracted from the text, is a correct example of an English-Portuguese cognate.
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
Uma turma está desenvolvendo um aplicativo simples no contexto de um planejamento alinhado às Diretrizes da SBC para o Ensino de Computação na Educação Básica (2019). No cenário descrito, além da programação, o professor inclui como objetivos formais: licenciamento aberto do código, documentação pública do projeto, discussão de impactos sociais da solução, responsabilidade no uso de dados e publicação colaborativa do artefato digital.
Nessa situação, segundo a estrutura de eixos da norma, o foco predominante da proposta está vinculado ao eixo
Durante uma aula de cultura digital, os alunos utilizaram uma IA generativa para criar imagens com o seguinte comando: uma pessoa liderando uma reunião de negócios. A constatação dos alunos foi de que 90% dos resultados retratavam homens brancos. O professor, então, decide promover o uso crítico da informação e explicar a origem desse viés algorítmico.
Com base nessa situação hipotética, assinale a opção que apresenta uma explicação correta dada pelo professor.
Carina, professora de informática, planeja uma atividade interdisciplinar articulada com as disciplinas de geografia e matemática. No projeto, os alunos devem coletar dados reais sobre o fluxo de trânsito e os índices de poluição do bairro, organizá-los em planilhas eletrônicas e utilizar funções estatísticas para cruzar as variáveis. A professora estabeleceu que o foco da avaliação será a qualidade das hipóteses levantadas pelos estudantes sobre a relação entre os fenômenos observados.
Nessa situação hipotética, ao incorporar técnicas de tratamento e análise de dados ao currículo escolar, a atividade vai propiciar, primariamente, o desenvolvimento da competência de
Em um contexto de aplicação da aprendizagem baseada em projetos (ABPj), uma turma é desafiada a construir um protótipo de robô autônomo capaz de desviar de obstáculos. O professor orienta que, antes da escrita do código na linguagem de programação, a turma exercite o pensamento computacional, decompondo o comportamento complexo da navegação em instruções lógicas, sequenciais e gerenciáveis.
Nessa situação hipotética, a competência específica de planejamento estruturado é desenvolvida como objetivo da seguinte etapa da atividade:
Em um projeto de veículos autônomos, o tempo de resposta para a tomada de decisão (latência) deve ser mínimo. Para isso, o processamento dos dados dos sensores não ocorre em um data center centralizado a milhares de quilômetros, mas sim em pequenos centros de dados localizados fisicamente próximos às rodovias.
Na situação apresentada, a arquitetura é um exemplo de
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