In a certain school in the state of Mato Grosso, the English coordinator determines all English teachers should prepare lessons and activities that incorporate the theme “interculturality”. Only one of the teachers seems to have adequately understood what the term means, and what BNCC says about ways in which it could be dealt with in the classroom. Mark the alternative describing the proposal by this particular teacher. A) Students from Ensino Médio read the text “Phone ban in European schools – mixed feelings and reactions”. They are then asked to confront the content of the text to the reactions of Brazilian teachers, students and parents to the new law prohibiting cellphones in Brazilian schools. The differences in perception on the topic between Brazilians and Europeans are then discussed. B) In a ninth-grade class, the students get together in groups of 5, and choose one particular English-speaking country to study about. They then go to the internet to search for information about eating habits in those countries. Each group prepares an oral presentation in English about the results of their research. C) One English teacher from Ensino Médio invites teachers of other disciplines to prepare a multidisciplinary research project on “living abroad”, a topic several students are interested in. After working independently, all the teachers and students get together and present, from the perspective of each individual discipline, what has been studied. D) The teacher divides a class in their last year of Ensino Médio into groups of five. Each group receives three short literary passages from different historical periods to translate. The focus on the passages is the description of some cultural custom. The final activity in this teaching unit is the comparison between customs throughout the centuries. E) The teacher proposes that, in groups of 3, students interview either foreigners or Brazilians who have lived abroad some time. The interviews may be in either English or Portuguese. The students first present a summary of the information collected, in English; they can then use Portuguese to compare the answers gathered by each group.

A) Students from Ensino Médio read the text “Phone ban in European schools – mixed feelings and reactions”. They are then asked to confront the content of the text to the reactions of Brazilian teachers, students and parents to the new law prohibiting cellphones in Brazilian schools. The differences in perception on the topic between Brazilians and Europeans are then discussed.

In a certain school in the state of Mato Grosso, the E...

1Q1032897 | Pedagogia, Temas Educacionais Pedagógicos, Habilitação Inglês, SEDUC MT, FGV, 2025

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Leia o seguinte texto que corresponde a uma adaptação de um excerto da Base Nacional Comum Curricular, Brasil, e responda à próxima questão.

Na perspectiva do ensino de Inglês como Língua Franca, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos. Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.

In a certain school in the state of Mato Grosso, the English coordinator determines all English teachers should prepare lessons and activities that incorporate the theme “interculturality”.

Only one of the teachers seems to have adequately understood what the term means, and what BNCC says about ways in which it could be dealt with in the classroom. Mark the alternative describing the proposal by this particular teacher.

✂️ a) Students from Ensino Médio read the text “Phone ban in European schools – mixed feelings and reactions”. They are then asked to confront the content of the text to the reactions of Brazilian teachers, students and parents to the new law prohibiting cellphones in Brazilian schools. The differences in perception on the topic between Brazilians and Europeans are then discussed.
✂️ b) In a ninth-grade class, the students get together in groups of 5, and choose one particular English-speaking country to study about. They then go to the internet to search for information about eating habits in those countries. Each group prepares an oral presentation in English about the results of their research.
✂️ c) One English teacher from Ensino Médio invites teachers of other disciplines to prepare a multidisciplinary research project on “living abroad”, a topic several students are interested in. After working independently, all the teachers and students get together and present, from the perspective of each individual discipline, what has been studied.
✂️ d) The teacher divides a class in their last year of Ensino Médio into groups of five. Each group receives three short literary passages from different historical periods to translate. The focus on the passages is the description of some cultural custom. The final activity in this teaching unit is the comparison between customs throughout the centuries.
✂️ e) The teacher proposes that, in groups of 3, students interview either foreigners or Brazilians who have lived abroad some time. The interviews may be in either English or Portuguese. The students first present a summary of the information collected, in English; they can then use Portuguese to compare the answers gathered by each group.