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Questão de Inglês — Interpretação de texto | Reading comprehension — FGV 2023

InglêsInterpretação de texto | Reading comprehension
Código
fg070005
Banca
FGV
Órgão
SME - SP
Ano
2023
Nível
Superior
Cargo
Professor de Ensino Fundamental II e Médio - Inglês

Text I

Nurturing Multimodalism


    […]

   New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

   The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

    Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.


Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT 

As regards Text I, analyse the assertions below:I. In recent collaborative teaching, learners and teachers may exchange roles.II. The goals of digitally oriented curricula should conform to the media at hand.III. It is quite straining for children to get a grasp of digital communication.Choose the correct answer:
  1. AOnly I is correct.
  2. BOnly II is correct.
  3. COnly III is correct.
  4. DOnly I and II are correct.
  5. EAll three assertions are correct.
Revelar gabarito e comentário

GabaritoA — Only I is correct.

Comentário gerado por IA. É um apoio ao estudo, ancorado em fontes, mas pode conter imprecisões — confira sempre na fonte oficial (lei, súmula, edital e gabarito da banca). Encontrou um erro? Use “Reportar”.

Reading Comprehension – Text I

Gabarito: letra A. Apenas a assertiva I está correta. O texto afirma explicitamente que "New learning collaborations call on the teacher as learner, and the learner as teacher", o que permite a troca de papéis entre professor e aluno. As assertivas II e III, por outro lado, contradizem diretamente o conteúdo do texto.

Assertiva I — ✅ Correta

O texto é claro: "New learning collaborations call on the teacher as learner, and the learner as teacher." Isso significa que, em colaborações de ensino recentes, professores e alunos podem trocar de papéis. Portanto, a assertiva está correta.

Assertiva II — ❌ Incorreta

O texto afirma que "access to information is driven by purpose and content rather than by the media available". Ou seja, os objetivos de currículos digitalmente orientados devem ser guiados pelo propósito e conteúdo, não pelos meios de comunicação disponíveis. A assertiva inverte essa lógica ao dizer que os objetivos devem se conformar à mídia. Logo, é falsa.

Assertiva III — ❌ Incorreta

O texto descreve o universo digital como "intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play". Não há qualquer indício de que seja cansativo ou difícil para as crianças; pelo contrário, é natural e lúdico. A assertiva afirma o oposto, portanto é falsa.

NÃO CAIA NESSA!

A banca tenta inverter o sentido do texto: afirma que é difícil para as crianças (assertiva III) quando o texto diz que é intuitivo; e afirma que os objetivos curriculares devem se conformar à mídia (assertiva II) quando o texto defende propósito e conteúdo como direcionadores. Fique atento à leitura atenta.

Conclusão: Apenas a assertiva I é correta, o que corresponde à letra A.

Link permanente: /questoes/fg070005