Texto associado. 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.