Questões de Concursos Língua Inglesa

Leia o fragmento de texto a seguir e responda a questão.

Cultural stereotypes are fixed ideas that people have about what specific social groups or individuals are like, especially an idea that is wrong. Other terms that are associated with the term stereotype are prejudice and cliché. The term has a Greek origin: stereos means solid or firm and typos mean blow, impression, engraved, or mark. The term was first used in the printing business. The first modern English use of the term was in 1850, meaning “image perpetuated without change.”

Because stereotypes are standardized and simplified ideas of groups based on some prejudices, they are not derived from objective facts but rather from subjective and often unverifiable ideas. As Sociologist Charles E. Hurst states, “one reason for stereotypes is the lack of personal, concrete familiarity that individuals have with persons in other racial or ethnic groups. Lack of familiarity encourages the lumping together of unknown individuals”.

The existence of stereotypes may be explained by the need for groups of people to view themselves as more normal or superior to other groups. Consequently, stereotypes may be used to justify ill-founded prejudices or ignorance and prevent people of stereotyped groups from entering or succeeding in various activities or fields. The stereotyping group is, generally, reluctant to reconsider their attitudes and behavior towards the stereotyped group.

Stereotypes may affect people negatively. This includes forming inaccurate and distortedimages and opinions of people. Stereotypes may also be used for scapegoating or for making general erroneous judgments about people. Some stereotyping people may feel comfortable when they prevent themselves from emotional identification with the stereotyped group, which leads to xenophobic or racist behavior. Finally, another serious consequence of stereotypes is the feeling of inferiority that the stereotyped people may have, which may impair their performance.

Fonte: HURST, Charles. Social Inequality: Forms, Causes and Consequences. Boston: Pearson Education, 2007.

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate

In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

Village’s Amateur Archaeologists Find Lost Tudor Palace

1. When a group of amateur archaeologists set out to find the buried remains of a Tudor palace
2. in their Northamptonshire village five years ago, they knew the odds were against them. “Many
3. of us were brought up in the village, and you hear about this lost palace, and wonder whether
4. it’s a myth or real. So we just wanted to find it”, said Chris Close, the chair of the Collyweston
5. Historical and Preservation Society (Chaps) which made the discovery of the Palace of
6. Collyweston in a back garden this year. “But we’re a bunch of amateurs. We had no money, no
7. expertise, no plans, no artist impressions to go off, and nothing remaining of the palace. It was
8. naivety and just hard work that has led us to it”.
9. The site was found using geophysical surveys and ground-penetrating radar. Various
10. attempts had been made in the 1980s and 90s to find Collyweston Palace, the home of Henry
11. VII’s mother, Lady Margaret Beaufort. However, without the advantage of modern technology,
12. none had succeeded. The palace was famous during the 15th century and several historic events
13. took place there. The pre-wedding celebrations of Margaret Tudor to James IV of Scotland in
14. 1503 took place in the palace, and Henry VIII is recorded as holding court there on 16 and 17
15. October 1541. By the mid-17th century, it had fallen into disrepair, and until the Chaps dig
16. uncovered the palace walls in March, there was very little remaining evidence of its existence.
17. “A number of things have only really come to light as we’ve done this project”, said Close.
18. “As you do more and more research, and various different records start to become unearthed,
19. we realized Collyweston had privy councils being run from here, which is of massive national
20. importance”. Historians from the University of York helped verify the group’s findings and identify
21. the palace through some uncovered stone moldings, and will work with Chaps on more
22. excavations to further reveal the structure and conserve it for the future.
23. The Chaps team, which comprises more than 80 members ranging from teenagers to people
24. in their 70s and 80s, first set out their plan to find the palace in March 2018, using “local folktales
25. and hearsay” to help refine their search area. They carried out geophysical surveys and used
26. ground-penetrating radar (GPR) to help reveal the location of the palace walls, before securing
27. permission from homeowners to excavate in gardens. “We’ve done it all on an absolute
28. shoestring”, said Close. “We’ve basically done an £80,000-£90,000 project for roughly £13,000.
29. For us, being a little society, to have achieved this with no money, or expertise, or plans, I think
30. it’s something that the whole society should be proud of”.

(Available at: https://www.theguardian.com/science/2023/dec/06/tudor-collyweston-palace-northamptonshire-found-in-garden-by-amateur-archeologists - text especially adapted for this test).