Questões de Concurso Militar EsFCEx 2025 para Oficial - Especialidade: Magistério em Inglês
Foram encontradas 50 questões
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512666
Pedagogia
Ao sistematizar algumas conclusões acerca do trabalho
docente, da pedagogia e do ensino, Tardif (2012) reforça que “o trabalho dos professores não pode ser visto
mera ou exclusivamente como a tarefa de um técnico ou
um executor”. No capítulo 3 da obra Saberes Docentes e
Formação Profissional, Tardif (2012) afirma que a análise
do trabalho docente permite recolocar e enraizar a pedagogia em seu próprio espaço de produção, que é
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512667
Pedagogia
No entendimento de Barbosa (2007), a formulação de
uma “educação de qualidade” somente poderá acontecer
por meio do estabelecimento de indicadores socialmente
compartilhados entre três discursos: das culturas escolares, as culturas da infância e das famílias na sociedade
contemporânea. De igual modo, tratando de cultura escolar, Alcântara (2022) defende que uma questão fundamental para a compreensão histórica da escola é
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512668
Pedagogia
Na Sociedade da Informação, novas ferramentas das
tecnologias de informação e comunicação (TIC) são relevantes para a educação. De acordo com Cesar Coll e
Carles Monereo (2010), o desafio agora é que os programas sejam capazes de auxiliar os alunos de modo
personalizado em tarefas. Para os autores, estamos
falando
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512669
Pedagogia
Lopes e Macedo (2010) fazem uma síntese de diferentes concepções de currículo, desde o século XIX até o
início do século XXI, considerando-o como organizador
da experiência escolar dos sujeitos. De acordo com as
autoras, para John Dewey, o currículo deve ter como foco
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512670
Pedagogia
Os professores Raul e Silvio planejam incorporar diferentes tendências metodológicas de educação matemática
em seus processos de ensino e aprendizagem. Raul busca, sobretudo, dar uma ressignificação ao conhecimento
matemático produzido pela sociedade ao longo dos tempos. Silvio, por sua vez, quer caracterizar sua prática a
partir do desenvolvimento de uma metodologia culturalmente dinâmica, enraizada na “realidade real”, que possibilite uma observação vivificante das práticas comportamentais e denote uma ação socialmente significativa. De
acordo com Dias et al. (2022), os objetivos centrais dos
professores Raul e Silvio expressam, respectivamente,
as tendências:
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512671
Pedagogia
“Talvez se possa dizer que, para a prática da alfabetização, tinha-se, anteriormente, um método, e nenhuma
teoria; com a mudança de concepção sobre o processo
de aprendizagem da língua escrita, passou-se a ter uma
teoria, e nenhum método” (Soares, 2004). A citação expressa um problema que Magda Soares (2004) identificou na educação e que ela denomina de
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512672
Pedagogia
Para Jussara Hoffmann (2011), pesquisar e avaliar, em
educação, têm objetivos diferentes. Para a autora, a avaliação tem como objetivo principal uma
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512673
Pedagogia
De acordo com a Lei no
9.394/1996 (LDB), artigo 4o
, parágrafo único, as relações entre o ensino e a aprendizagem
digital deverão prever técnicas, ferramentas e recursos
digitais que fortaleçam
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512674
Pedagogia
De acordo com o documento Política Nacional de Educação Especial na Perspectiva Inclusiva (Brasil 2008), “para
atuar na educação especial, o professor deve ter como
base da sua formação, inicial e continuada, conhecimentos gerais para o exercício da docência e conhecimentos
específicos da área”. Conforme o referido documento,
essa formação deve assegurar a atuação do professor no
atendimento educacional especializado e, nos diferentes
espaços de sua atuação, aprofundar o caráter
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512675
Pedagogia
De acordo com o artigo 57, § 2o
da Resolução no
4/2010
(Diretrizes Curriculares Nacionais Gerais para a Educação Básica), os programas de formação inicial e continuada dos profissionais da educação, vinculados às
orientações dessas Diretrizes, devem prepará-los para o
desempenho de suas atribuições, considerando necessário, dentre outras,
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512676
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
The end of the first paragraph “even as the methodological
band played on, practicing teachers have been marching
to a different drum” transported to second language
teaching, means that, although methods have frequently
been in use, practicing teachers have
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512677
Pedagogia
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
In the second paragraph, Kamaravadivelu states that the
post method condition
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512678
Pedagogia
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
Segundo o autor, o pós-método significa dar ao professor
autonomia, na medida em que
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512679
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
The following are characteristics of an approach used for
second language teaching.
• No use of the mother tongue is permitted (i.e., the teacher does not need to know the students’ native language).
• Lessons begin with dialogues and anecdotes in modern conversational style.
• Actions and pictures are used to make meanings clear.
• Grammar is learned inductively.
• The target culture is also taught inductively.
• The teacher must be a native speaker or have nativelike proficiency in the target language.
The characteristics listed are consistent with the approach named
• No use of the mother tongue is permitted (i.e., the teacher does not need to know the students’ native language).
• Lessons begin with dialogues and anecdotes in modern conversational style.
• Actions and pictures are used to make meanings clear.
• Grammar is learned inductively.
• The target culture is also taught inductively.
• The teacher must be a native speaker or have nativelike proficiency in the target language.
The characteristics listed are consistent with the approach named
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512680
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
Pronouns are important elements for text cohesion.
In the extract from the second paragraph “It signifies
interrelated attributes”, the pronoun It has “the
postmethod condition” as its referent. A pronoun it that
does not have a referent and only performs a grammatical
function is a “nonreferential it”. In the following sentences,
a “nonreferencial it” is found in:
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512681
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
The word “while” has multiple meanings and functions.
Mark the alternative in which it has the same meaning as
the word in bold in the extract from the first paragraph in
the text: “While alternative methods are primarily products
of top-down processes”.
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512682
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
In the excerpt from the second paragraph “we need to
refigure the relationship between the theorizer and
the practitioner”, the bolded word has been formed by
the addition of the prefix re- to a base word. Mark the
alternative in which the re- is a prefix in both words, and
not part of the base word itself.
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512683
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
In the sentence from the second paragraph “If the
concept of method authorizes theorizers to centralize
pedagogic decision-making, the postmethod condition
enables practitioners to generate location-specific,
classroom-oriented innovative strategies”, the conditional
clause can be correctly rewritten as:
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512684
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
Suponha que o texto de Kamaravadivelu seja usado em
um curso de formação em serviço para professores de
inglês. Com o texto em mãos, um dos professores-alunos
imediatamente pergunta sobre o significado de overlook
no trecho do terceiro parágrafo “The conventional
concept of method overlooks the fund of experience”, e o
professor-formador o incentiva a usar o contexto do texto
para compreender a palavra. Ao oferecer tal orientação,
o professor-formador estará incentivando a prática da
seguinte estratégia de leitura:
Ano: 2025
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2025 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q3512685
Inglês
Texto associado
Read the text to answer question.
Based on theoretical, experimental, and experiential
knowledge, teachers and teacher educators have expressed
their dissatisfaction with method in different ways. Studies
clearly demonstrate that, even as the methodological band
played on, practicing teachers have been marching to a
different drum.
In this sense, the post method condition is established
as a timely response. It signifies interrelated attributes. First
and foremost, it signifies a search for an alternative to method
rather than an alternative method. While alternative methods
are primarily products of top-down processes, alternatives
to method are mainly products of bottom-up processes.
In practical terms, this means that we need to refigure the
relationship between the theorizer and the practitioner of
language teaching. If the concept of method authorizes
theorizers to centralize pedagogic decision-making, the
postmethod condition enables practitioners to generate
location-specific, classroom-oriented innovative strategies.
Secondly, the postmethod condition signifies teacher
autonomy. The conventional concept of method “overlooks
the fund of experience and tacit knowledge about teaching
which the teachers already have by virtue of their lives as
students” (Freeman, 1991). The postmethod condition,
however, recognizes the teachers’ potential to know not
only how to teach but also how to act autonomously within
the academic and administrative constraints imposed by
institutions, curricula, and textbooks. It also promotes the
ability of teachers to know how to develop a critical approach
in order to self-observe, self-analyze, and self-evaluate
their own teaching practice with a view to effecting desired
changes.
(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
The meaning of the word “overlook” as used in the second
paragraph of the text is
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