The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers so clearly need in order to tackle the challenges they confront every day of their professional lives. As a predominantly topdown exercise, the conception and construction of methods have been largely guided by a one-size-fits-all (…) approach that assumes a common clientele with common goals.

(KUMARAVADIVELU, B. Beyond methods: macrostrategies for language teaching. Adapted )

Considering the excerpt above, it is fair to say that the writer argues for the

No estado de São Paulo, cerca de 70% dos núcleos urbanos são abastecidos total ou parcialmente por águas provenientes de aquíferos, totalizando 34% da população do estado. Quando a exploração supera a recarga por períodos prolongados ocorre a superexploração, ou seja, a retirada de água é superior à sua capacidade de recarga.

(TEIXEIRA, W. et. al. (org.).

Decifrando a Terra. Adaptado)

A exploração intensiva dos aquíferos está associada