Simulado IF-MT de Matérias Diversas para Cargos diversos | CONCURSO

(1,0) 1 - 

According to the text, since literacy requirements have changed and will continue to change as new technologies come and quickly blend into our everyday lives, it demands multiple ways of literacy to be considered in the classroom.
Inserted in this context, which one of the items below is not necessarily a concept to be regarded?

(1,0) 2 - 

Read the text below in order to answer the question.

Chapter 3

CYBER-SCHOOLING AND TECHNOLOGICAL CHANGE

Multiliteracies for new times

Carmen Luke

Introduction: technological innovation and dissemination

In the last few years, talk about the information superhighway has saturated the media, the marketplace, and the public imagination. Social critics and commentators tell us we are in the midst of a technological and information revolution which will change for ever the way we communicate and conduct our everyday affairs. But what is the information revolution? How do the new technologies impact on our lives now and what might these changes mean for the future? What might all this mean for education, for teachers and students, for teaching and learning?

My aim in this chapter is to provide a guided tour of a range of issues currently being raised about new information technologies (IT) and computer mediation communications (CMC), in relation to schooling and literacy. What is interesting in current debates is that researchers and social commentators are looking at much broader and more long-term social and cultural consequences of the impact of CMC. Even among educators, concerns are not confined exclusively to pedagogical and curriculum issues. It seems that questions about the significant and permanent social changes seeping into every crevice of our everyday work and private lives are on everyone's mind. Many of the issues that are being raised today, and which I will sketch out here, deal with abstract notions about the virtual and 'real'; about time and space; about 'body-less' interactions and comunities of learners; about global access, global culture, and so forth. But despite what appears to be a highly abstract debate, it nonetheless has concrete implications for schooling as we know it and all the traditional industrial model precepts and practices developed within that model. And yet the radical technological changes we now hear about in the media - most of which are framed in either a technophobic 'crisis' or else protechnology 'panacea' rhetoric - have been with us for quite some time.

Of all the innovations in communications technologies over the past two decades, the video cassette recorder (VCR), computer, and now the global network of the Internet have had the most profound effect on home entertainment, education, and workplace practice.

[...]

Today, the Internet is generating equally profound changes in the way we communicate, and how we access, produce, and distribute information and knowledge. Yet the Internet too is generating virulent responses from the public and social critics about its 'anarchic' nature: the inability to control it, to censor it, to manage and limit it. The Internet gets a lot of bad press particularly in relation to that age-old concern over various forms of pornography, privacy and sexual harassment, issues concerning 'electronic stalking', and questions of ownership, monopoly, and unequal access. By the same token, the huge educational (and entrepreneurial) potential of the Internet - popularised as the information superhighway - often gets lauded to the point of blind faith.

Literacy requirements have changed and will continue to change as new technologies come on the marketplace and quickly blend into our everyday private and work lives.

[...]

Multiliteracies
What today appear as hybrid and frontier media forms will be commonplace in the near future, and will generate new text-based social repertoires, communication styles, and symbolic systems for accessing and participating in new knowledge and cultural configurations. Consider, for instance, that just to get into any basic computer program requires facility with both print literacy and any number of symbolic languages so that we know where to click in order to move through menued choices. Already we take that kind of literacy for granted. Much has been written on the theory and practice of critical literacy [...] However, scholarship on critical print-text and media literacy has barely taken the emergent digital domain of hypertextuality into consideration (Bigum and Green 1993). At the classroom level as well, 'teaching students about new technologies in their social and cultural work and leisure contexts has not been a high priority in curriculum development' (Kenway 1995). Nonetheless, the basic principles of a critical literacy are as applicable to computer-mediated communication and hypertextuality as they are to traditional print and mass-media texts. [...] The Multiliteracies of digital electronic 'texts' are based on notions of hybridity and intertextuality. [...]
(LUKE, Carmen. Cyber-schooling and technological change: multiliteracies for new times. In: COPE, Bill; KALANTZIS, Mary (Eds.). Multiliteracies: literacy learning and the design of social futures. New York: Routledge, 2000, p. 69-73).
According to the text above, which one(s) of the statements below may not be considered author's critique(s) about new technologies and education?
I - Internet is generating new ways to access, produce, and distribute information and knowledge. II - Scholarship system has barely taken hypertextuality into consideration. III - Teaching students about new technologies has not been a high priority in the school curriculum. IV - Even among educators, the discussion about the impact of technological changes in our everyday lives is not confined exclusively to pedagogical and curriculum issues.
The CORRECT answer is:

(1,0) 3 - 

Read the text below in order to answer the question.

Chapter 3

CYBER-SCHOOLING AND TECHNOLOGICAL CHANGE

Multiliteracies for new times

Carmen Luke

Introduction: technological innovation and dissemination

In the last few years, talk about the information superhighway has saturated the media, the marketplace, and the public imagination. Social critics and commentators tell us we are in the midst of a technological and information revolution which will change for ever the way we communicate and conduct our everyday affairs. But what is the information revolution? How do the new technologies impact on our lives now and what might these changes mean for the future? What might all this mean for education, for teachers and students, for teaching and learning?

My aim in this chapter is to provide a guided tour of a range of issues currently being raised about new information technologies (IT) and computer mediation communications (CMC), in relation to schooling and literacy. What is interesting in current debates is that researchers and social commentators are looking at much broader and more long-term social and cultural consequences of the impact of CMC. Even among educators, concerns are not confined exclusively to pedagogical and curriculum issues. It seems that questions about the significant and permanent social changes seeping into every crevice of our everyday work and private lives are on everyone's mind. Many of the issues that are being raised today, and which I will sketch out here, deal with abstract notions about the virtual and 'real'; about time and space; about 'body-less' interactions and comunities of learners; about global access, global culture, and so forth. But despite what appears to be a highly abstract debate, it nonetheless has concrete implications for schooling as we know it and all the traditional industrial model precepts and practices developed within that model. And yet the radical technological changes we now hear about in the media - most of which are framed in either a technophobic 'crisis' or else protechnology 'panacea' rhetoric - have been with us for quite some time.

Of all the innovations in communications technologies over the past two decades, the video cassette recorder (VCR), computer, and now the global network of the Internet have had the most profound effect on home entertainment, education, and workplace practice.

[...]

Today, the Internet is generating equally profound changes in the way we communicate, and how we access, produce, and distribute information and knowledge. Yet the Internet too is generating virulent responses from the public and social critics about its 'anarchic' nature: the inability to control it, to censor it, to manage and limit it. The Internet gets a lot of bad press particularly in relation to that age-old concern over various forms of pornography, privacy and sexual harassment, issues concerning 'electronic stalking', and questions of ownership, monopoly, and unequal access. By the same token, the huge educational (and entrepreneurial) potential of the Internet - popularised as the information superhighway - often gets lauded to the point of blind faith.

Literacy requirements have changed and will continue to change as new technologies come on the marketplace and quickly blend into our everyday private and work lives.

[...]

Multiliteracies
What today appear as hybrid and frontier media forms will be commonplace in the near future, and will generate new text-based social repertoires, communication styles, and symbolic systems for accessing and participating in new knowledge and cultural configurations. Consider, for instance, that just to get into any basic computer program requires facility with both print literacy and any number of symbolic languages so that we know where to click in order to move through menued choices. Already we take that kind of literacy for granted. Much has been written on the theory and practice of critical literacy [...] However, scholarship on critical print-text and media literacy has barely taken the emergent digital domain of hypertextuality into consideration (Bigum and Green 1993). At the classroom level as well, 'teaching students about new technologies in their social and cultural work and leisure contexts has not been a high priority in curriculum development' (Kenway 1995). Nonetheless, the basic principles of a critical literacy are as applicable to computer-mediated communication and hypertextuality as they are to traditional print and mass-media texts. [...] The Multiliteracies of digital electronic 'texts' are based on notions of hybridity and intertextuality. [...]
(LUKE, Carmen. Cyber-schooling and technological change: multiliteracies for new times. In: COPE, Bill; KALANTZIS, Mary (Eds.). Multiliteracies: literacy learning and the design of social futures. New York: Routledge, 2000, p. 69-73).
Mark A (in agreement with) or D (in disagreement with) in the statements below according to the text above.
( ) Technological changes have a profound impact on education and on our everyday lives. ( ) Multiliteracy is a concept profoundly linked to technological changes. ( ) The Internet has changed the way we conceive the reading of a text. ( ) In terms of critical literacy, the basic principles of hypertextuality are different from print texts.
The CORRECT sequence is

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In accordance with the Curricular Frameworks for High School Teaching in the State of Mato Grosso (Orientações Curriculares para o Ensino Médio do Estado de Mato Grosso-OCEM-MT), "[...] in times of globalization, English as a language acquires a new configuration" (OCEM-MT, 2012, p. 90).
Which one of the statements below does not constitute "a new configuration" under the referred document?

(1,0) 5 - 

The Curricular Frameworks for High School Teaching (Orientações Curriculares para o Ensino Médio-OCEM) proposes the association between citizenship and the contextualized teaching of reading and writing, the concepts of literacy and multiliteracy have such a central role in what it refers to. Mark A (in agreement with) or D (in disagreement with) in the statements below according to the referred document.
( ) Reading has to do with the distribution of knowledge and power in a society. ( ) Writing is related to the production of meaningful and contextualized uses of the foreign language. ( ) The reader is considered someone who assumes a position or an epistemological relation with regard to values, ideologies, discourses, and world perspectives. ( ) Writing is defined as a set of various sociocultural practices.
The CORRECT sequence is:

(1,0) 6 - 

According to the National Curriculum Parameters (High School) [Parâmetros Curriculares Nacionais (Ensino Médio) - PCNEM], "[...] the different school subjects may and have to interconnect" (PCNEM, 2000, p. 29). An example given by the document is related to the vocabulary about food. Number (from 1 to 4) the sequence of steps that the document suggests to approach this issue in an interdisciplinary way.
( ) It is conducted then a discussion about eating habits. ( ) The teacher instigates the students to identify how to name in the foreign language some typical Brazilian food that is little or unknown in other places, specially in those ones where the target language is used. ( ) Learning is then understood as a source of expansion of cultural horizons. ( ) Together with the Geography teacher, it is conducted a study about the climate and of the place where the target language is used.
The CORRECT sequence is:

(1,0) 7 - 

According to the Curricular Frameworks for High School Teaching in the State of Mato Grosso (Orientações Curriculares para o Ensino Médio do Estado de Mato Grosso-OCEM-MT), regarding language education, specifically related to the teaching of English, "[...] some political attitudes are necessary" (OCEM-MT, 2012, p. 92).
Which one of the attitudes below is not mentioned by the document?

(1,0) 8 - 

Read the text and choose the appropriate linking word below to fill in each gap (as, further, on the other hand, when, according to, moreover).
Review of the Literature: Importance of Active Learning
Swain (1985) avowed that language learning is more effective ______________________________the target language is used interactively, particularly in regard to understanding the language in general, and improving their reading or listening skills in particular._______________________ Ellis (1993), interaction within the classroom leads to many advantages for language learning such as comprehension checks, language practice and so on. Long and Porter (1985) found that when second language learners worked in groups, they were more motivated, took more initiative, and were less anxious concerning their learning. ______________________________, there may be a relationship between student oral participation and teachers' questioning techniques and types of classroom activities (Wei, 2008). Wei (2008) also found that students oral participation is increased if application and presentation activities are used; appropriate vocabulary is offered when students need it to continue; questions related to students' prior experiences are asked; and an informal and friendly classroom atmosphere is present. Khamwan (2007) found that after training the students to use interactional strategies _____________________ tools for initiating their interaction, their responses to the teacher's questions were longer and more meaningful. ______________________________, the average number of interaction turns was about two turns per three minutes. It was found that the students could comprehend the lesson better. They could ask their teacher when they could not understand something._________________________________, more students could respond to the teacher's questions. All above mentioned studies have supported the significance of learner's participation and interaction. Many research studies discuss the advantages of active learning techniques that can help students to initiate an interaction with their teachers and ultimately clarify unclear points to enhance their understanding of the lessons and improve creativities. [...] GHOLAMI, Valeh. Towards an Interactive EFL Class: Using Active Learning Strategies .Vol.4, No.19, 2014. (pág.190-1 91)

(1,0) 9 - 

After reading the abstract bellow, choose the INCORRECT alternative:

Abstract: This paper reports the experience of developing teaching materials for public school teachers and students in southern Brazil in a project funded by the Education Department of Paraná State. The materials were intended as resources to be used by teachers according to their needs and those of their local communities, rather than as a textbook per se. The theory underlying this project is based on critical literacy and the idea that language is discourse, i.e. embedded in cultural and ideological values which determine its meaning and establish power relations among texts, among readers and among texts and their readers - Freirean "readers of the wor(l)d". Student-readers are, in this sense, co-constructors of meanings and responsible for making sense of reality. We expect students and teachers who use the materials we designed to become more aware of their possibilities as agents and this way we intend to foster a sense of active citizenship.

Key-word: critical literacy, citizenship, English teaching, public schools.

JORDÃO, Clarissa Menezes & FOGAÇA, Francisco Carlos. CRITICAL LITERACY IN THE ENGLISH LANGUAGE CLASSROOM. D.E.L.T.A., 28:1,2012 (69-84).

According to the abstract, this research was based on critical literacy that understands language as a discourse.

(1,0) 10 - 

After reading Dirgeyasa's dialogue about genre-based approach, choose the alternative that it is not true. [...] Then recently, genre is also used in linguistics study. In linguistic study, genre becomes a kind language object to study. As a matter of fact, the study of genre in linguistics literacy is based on Systemic Functional Linguistic-SFL (Halliday, 1978; Swales, 1990; Hyland, 2003). Then, Christie dan Martin (2000) adds that linguistic functional becomes a basic and fundamental reference in the framework of the usage of the language in term of genre. So what is genre in terms of the language and linguistics? Martin (1999) states that genre is communication activity having and orienting goal. Then, Swales (1990) simply defines genre as a communication event in which the members have a set of communication goal. By referring two statements above, it can be said that genre is a process of communication which has a certain goal (goal oriented) for its members in a certain event of communication due to certain social context. Genre is a matter of communication event by social context. Consequently, the different social context then, tends to lead to different genre. [...] In addition, Swales (1990) further argues that: A class of communication events, the members of which share some ethnographical communication, but typically need further validation set of communicative purposes. The purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre. This rationale shapes the schematic structure of the discourse and influences and constraints choice of the content and style. Communicative purpose is both a privileged criterion and one that operate to keep the scope of a genre as here conceived narrowly focused on comparable rhetorical action. In addition to purpose, exemplars of a genre exhibit various patterns of similarities in terms of structure, style, content and intended audiences..The genre name inherited and produced by discourse communities and imported by others constitute valuable.
What Swales has stated is seemingly clear that genre has a number of characteristic and features such as a) genre has a particular communication event, b) genre has a specific goal (goal oriented), c) genre is different and various in accordance to its typical features, d) each genre has a matter of limitation and rules including content, physical form, and shape, and e) every genre belongs to a certain discourse community. In line with discourse community, (Widdoson, 2007) adds that genre is shaped or existing due to the existing discourse community. It is a fact that different discourse community has different genre. Talking about discourse community and genre in connection to the discourse community, Swales (1990), as cited by (Ohoiwutun, 1996), clarifies that characteristics of discourse community in terms of the usage of language in social context is a) a certain discourse community has certain communication goals approved, b) the discourse community communicate within its members, c) a certain discourse community use a certain pattern of communication for its members, d) the discourse community tends to have more than one types of genre to communicate , and e) the discourse community, at last gains a number specific register. (p.45)
Dirgeyasa, I Wy. Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching; Vol. 9, No. 9; 2016