Foram encontradas 40 questões.
3304717
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
- Análise sintática | Syntax Parsing
- Gramática - Língua InglesaSubstantivos e compostos | Nouns and compoundsSubstantivos contáveis e incontáveis | Countable and uncountable
The Problems with the Classroom Environment
By Emma Foley
1. My suggestions for changing the school environment are as follows: educate Teachers on
Neurodevelopmental Disabilities: In my educational career, the majority of the ableism I experienced didn’t
come from other students, but teachers and other school authorities I believed were supposed to help me. I
remember in my Sophomore year of high school, I emailed my English teacher to let her know I had ADHD.
Her only reply was to drop the class; it was too hard for someone like me. Mind you, the school year hadn’t
even started. I still took the class, and received quite high marks, but she would belittle my efforts
consistently, chastising me from everything to my discussion points being “wrong” to my handwriting. Thank
God for my high school’s strictness about fair grading. Secondly, educating teachers about neurodivergencies
would help them with classroom and coursework planning, as well as help them to better understand
disabled students.
2. Make Classrooms More Comfortable: Cramped, uncomfortable classrooms are no good for all students, thus
we need to get rid of the desk-chair model, and provide students with larger desks that have unconnected
chairs, as well as space out desks. Though this is a reach, lecture halls needs to be completely redesigned to
space students out (which is also helpful to prevent the spread of COVID!) and allow them greater desk
space, as well as leg space! Another issue is lighting, with many classrooms lit by bright, irritating industrial
lights. All classrooms should have windows, or at least less abrasive lighting, in order to combat seasonal
mental illnesses, and make the classroom appear more “open” than cramped. The spaces between desks
should also be accessible, to prevent others from tripping, and for students with mobility issues to access the
entire classroom.
3. Classroom Rules: It was always embarrassing for me when I had to ask for the bathroom, especially when a
teacher denied my request. These rules are generally ridiculous, especially for younger children, who often
are barely potty-trained. Neurodivergent children, especially those with autism, often have gastrointestinal
disorders as a result of their disabilities. Some neurodivergent children simply can’t hold it either, as often
times our basic needs are only sensed by us when they’re demandingly present. Asking to go to the
bathroom is frankly antiquated and only hurts the student, a child shouldn’t need permission to complete
such a necessary task. Another issue is that neurodivergent students are often prohibited from engaging in
focus-strategies, such as doodling or using fidget toys. Both of these are proven to help maintain a
neurodivergent person’s focus and help them relax. Making sweeping generalization about if the student is
listening or not is simply unfair to the student, as this doubts their ability.
4. Class Structure: Many classes are just based upon listening to the teacher/professor, with little stress placed
on applying the learned material within the classroom. Therefore, lessons should be much more dynamic,
whether that be through inclusive, smaller-group discussions, or via hands-on activities. Just reading notes
off of slides doesn’t cut it for most students anyways, so a more dynamic model of teaching is absolutely
necessary! Teachers should also assign course-long classroom groups in larger classroom environments,
which helps neurodivergent students initiate connects with their peers, and be able to seek help out easier,
especially if these groups have TA leaders, which help coordinate the groups.
5. Overall, the standardized learning environment that’s currently in place in most schools and universities
totally excludes the needs of neurodivergent learners, and the need to be changed in order to benefit both
disabled students and the student body as a whole.
Spring, E. (2022, March 17). The problems with the classroom environment.
Retrieved from
https://sites.psu.edu/emmaspring/2022/03/17/the-problems-with-the-classroom environment/.
Provas
Questão presente nas seguintes provas
3304716
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
The Problems with the Classroom Environment
By Emma Foley
1. My suggestions for changing the school environment are as follows: educate Teachers on
Neurodevelopmental Disabilities: In my educational career, the majority of the ableism I experienced didn’t
come from other students, but teachers and other school authorities I believed were supposed to help me. I
remember in my Sophomore year of high school, I emailed my English teacher to let her know I had ADHD.
Her only reply was to drop the class; it was too hard for someone like me. Mind you, the school year hadn’t
even started. I still took the class, and received quite high marks, but she would belittle my efforts
consistently, chastising me from everything to my discussion points being “wrong” to my handwriting. Thank
God for my high school’s strictness about fair grading. Secondly, educating teachers about neurodivergencies
would help them with classroom and coursework planning, as well as help them to better understand
disabled students.
2. Make Classrooms More Comfortable: Cramped, uncomfortable classrooms are no good for all students, thus
we need to get rid of the desk-chair model, and provide students with larger desks that have unconnected
chairs, as well as space out desks. Though this is a reach, lecture halls needs to be completely redesigned to
space students out (which is also helpful to prevent the spread of COVID!) and allow them greater desk
space, as well as leg space! Another issue is lighting, with many classrooms lit by bright, irritating industrial
lights. All classrooms should have windows, or at least less abrasive lighting, in order to combat seasonal
mental illnesses, and make the classroom appear more “open” than cramped. The spaces between desks
should also be accessible, to prevent others from tripping, and for students with mobility issues to access the
entire classroom.
3. Classroom Rules: It was always embarrassing for me when I had to ask for the bathroom, especially when a
teacher denied my request. These rules are generally ridiculous, especially for younger children, who often
are barely potty-trained. Neurodivergent children, especially those with autism, often have gastrointestinal
disorders as a result of their disabilities. Some neurodivergent children simply can’t hold it either, as often
times our basic needs are only sensed by us when they’re demandingly present. Asking to go to the
bathroom is frankly antiquated and only hurts the student, a child shouldn’t need permission to complete
such a necessary task. Another issue is that neurodivergent students are often prohibited from engaging in
focus-strategies, such as doodling or using fidget toys. Both of these are proven to help maintain a
neurodivergent person’s focus and help them relax. Making sweeping generalization about if the student is
listening or not is simply unfair to the student, as this doubts their ability.
4. Class Structure: Many classes are just based upon listening to the teacher/professor, with little stress placed
on applying the learned material within the classroom. Therefore, lessons should be much more dynamic,
whether that be through inclusive, smaller-group discussions, or via hands-on activities. Just reading notes
off of slides doesn’t cut it for most students anyways, so a more dynamic model of teaching is absolutely
necessary! Teachers should also assign course-long classroom groups in larger classroom environments,
which helps neurodivergent students initiate connects with their peers, and be able to seek help out easier,
especially if these groups have TA leaders, which help coordinate the groups.
5. Overall, the standardized learning environment that’s currently in place in most schools and universities
totally excludes the needs of neurodivergent learners, and the need to be changed in order to benefit both
disabled students and the student body as a whole.
Spring, E. (2022, March 17). The problems with the classroom environment.
Retrieved from
https://sites.psu.edu/emmaspring/2022/03/17/the-problems-with-the-classroom environment/.
Provas
Questão presente nas seguintes provas
3304715
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
The Problems with the Classroom Environment
By Emma Foley
1. My suggestions for changing the school environment are as follows: educate Teachers on
Neurodevelopmental Disabilities: In my educational career, the majority of the ableism I experienced didn’t
come from other students, but teachers and other school authorities I believed were supposed to help me. I
remember in my Sophomore year of high school, I emailed my English teacher to let her know I had ADHD.
Her only reply was to drop the class; it was too hard for someone like me. Mind you, the school year hadn’t
even started. I still took the class, and received quite high marks, but she would belittle my efforts
consistently, chastising me from everything to my discussion points being “wrong” to my handwriting. Thank
God for my high school’s strictness about fair grading. Secondly, educating teachers about neurodivergencies
would help them with classroom and coursework planning, as well as help them to better understand
disabled students.
2. Make Classrooms More Comfortable: Cramped, uncomfortable classrooms are no good for all students, thus
we need to get rid of the desk-chair model, and provide students with larger desks that have unconnected
chairs, as well as space out desks. Though this is a reach, lecture halls needs to be completely redesigned to
space students out (which is also helpful to prevent the spread of COVID!) and allow them greater desk
space, as well as leg space! Another issue is lighting, with many classrooms lit by bright, irritating industrial
lights. All classrooms should have windows, or at least less abrasive lighting, in order to combat seasonal
mental illnesses, and make the classroom appear more “open” than cramped. The spaces between desks
should also be accessible, to prevent others from tripping, and for students with mobility issues to access the
entire classroom.
3. Classroom Rules: It was always embarrassing for me when I had to ask for the bathroom, especially when a
teacher denied my request. These rules are generally ridiculous, especially for younger children, who often
are barely potty-trained. Neurodivergent children, especially those with autism, often have gastrointestinal
disorders as a result of their disabilities. Some neurodivergent children simply can’t hold it either, as often
times our basic needs are only sensed by us when they’re demandingly present. Asking to go to the
bathroom is frankly antiquated and only hurts the student, a child shouldn’t need permission to complete
such a necessary task. Another issue is that neurodivergent students are often prohibited from engaging in
focus-strategies, such as doodling or using fidget toys. Both of these are proven to help maintain a
neurodivergent person’s focus and help them relax. Making sweeping generalization about if the student is
listening or not is simply unfair to the student, as this doubts their ability.
4. Class Structure: Many classes are just based upon listening to the teacher/professor, with little stress placed
on applying the learned material within the classroom. Therefore, lessons should be much more dynamic,
whether that be through inclusive, smaller-group discussions, or via hands-on activities. Just reading notes
off of slides doesn’t cut it for most students anyways, so a more dynamic model of teaching is absolutely
necessary! Teachers should also assign course-long classroom groups in larger classroom environments,
which helps neurodivergent students initiate connects with their peers, and be able to seek help out easier,
especially if these groups have TA leaders, which help coordinate the groups.
5. Overall, the standardized learning environment that’s currently in place in most schools and universities
totally excludes the needs of neurodivergent learners, and the need to be changed in order to benefit both
disabled students and the student body as a whole.
Spring, E. (2022, March 17). The problems with the classroom environment.
Retrieved from
https://sites.psu.edu/emmaspring/2022/03/17/the-problems-with-the-classroom environment/.
Provas
Questão presente nas seguintes provas
3304714
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
The Problems with the Classroom Environment
By Emma Foley
1. My suggestions for changing the school environment are as follows: educate Teachers on
Neurodevelopmental Disabilities: In my educational career, the majority of the ableism I experienced didn’t
come from other students, but teachers and other school authorities I believed were supposed to help me. I
remember in my Sophomore year of high school, I emailed my English teacher to let her know I had ADHD.
Her only reply was to drop the class; it was too hard for someone like me. Mind you, the school year hadn’t
even started. I still took the class, and received quite high marks, but she would belittle my efforts
consistently, chastising me from everything to my discussion points being “wrong” to my handwriting. Thank
God for my high school’s strictness about fair grading. Secondly, educating teachers about neurodivergencies
would help them with classroom and coursework planning, as well as help them to better understand
disabled students.
2. Make Classrooms More Comfortable: Cramped, uncomfortable classrooms are no good for all students, thus
we need to get rid of the desk-chair model, and provide students with larger desks that have unconnected
chairs, as well as space out desks. Though this is a reach, lecture halls needs to be completely redesigned to
space students out (which is also helpful to prevent the spread of COVID!) and allow them greater desk
space, as well as leg space! Another issue is lighting, with many classrooms lit by bright, irritating industrial
lights. All classrooms should have windows, or at least less abrasive lighting, in order to combat seasonal
mental illnesses, and make the classroom appear more “open” than cramped. The spaces between desks
should also be accessible, to prevent others from tripping, and for students with mobility issues to access the
entire classroom.
3. Classroom Rules: It was always embarrassing for me when I had to ask for the bathroom, especially when a
teacher denied my request. These rules are generally ridiculous, especially for younger children, who often
are barely potty-trained. Neurodivergent children, especially those with autism, often have gastrointestinal
disorders as a result of their disabilities. Some neurodivergent children simply can’t hold it either, as often
times our basic needs are only sensed by us when they’re demandingly present. Asking to go to the
bathroom is frankly antiquated and only hurts the student, a child shouldn’t need permission to complete
such a necessary task. Another issue is that neurodivergent students are often prohibited from engaging in
focus-strategies, such as doodling or using fidget toys. Both of these are proven to help maintain a
neurodivergent person’s focus and help them relax. Making sweeping generalization about if the student is
listening or not is simply unfair to the student, as this doubts their ability.
4. Class Structure: Many classes are just based upon listening to the teacher/professor, with little stress placed
on applying the learned material within the classroom. Therefore, lessons should be much more dynamic,
whether that be through inclusive, smaller-group discussions, or via hands-on activities. Just reading notes
off of slides doesn’t cut it for most students anyways, so a more dynamic model of teaching is absolutely
necessary! Teachers should also assign course-long classroom groups in larger classroom environments,
which helps neurodivergent students initiate connects with their peers, and be able to seek help out easier,
especially if these groups have TA leaders, which help coordinate the groups.
5. Overall, the standardized learning environment that’s currently in place in most schools and universities
totally excludes the needs of neurodivergent learners, and the need to be changed in order to benefit both
disabled students and the student body as a whole.
Spring, E. (2022, March 17). The problems with the classroom environment.
Retrieved from
https://sites.psu.edu/emmaspring/2022/03/17/the-problems-with-the-classroom environment/.
Provas
Questão presente nas seguintes provas
3304713
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
Women's History Month: How It Started
By Andrea Wurzburger - Updated on March 1, 2024 05:35AM EST
PHOTO: GETTY IMAGES
1. Women's History Month was initially just International Women's Day, a day that commemorated
the Feb. 28 meeting of socialists and suffragists in Manhattan in 1909. One year later, on March 8,
1910, according to the BBC, a German activist named Clara Zetkin suggested they recognize
International Women’s Day at na International Conference of Working Women in Copenhagen.
With 17 countries in attendance at the conference, they all agreed.
2. On March 8, 1911, the first International Women’s Day was celebrated in Austria, Switzerland, Germany and
Denmark, though the holiday wasn’t widely celebrated in the United States until the United Nations began
sponsoring it in 1975.
3. In 1977, in order to persuade school principals to comply with the recently passed Title IX, a task force in
California created Women’s History Week. In March 1980, after celebrations had spread across the country,
President Jimmy Carter declared that March 8 was officially the start of National Women’s History Week.
That same year, Utah Senator Orrin Hatch and Maryland Representative Barbara Mikulski co-sponsored the
first Joint Congressional Resolution declaring the week of March 8, 1981, National Women’s History Week.
4. By 1987, Congress declared the entire month of March Women's History Month. Since then, every
president has proclaimed the month of March Women's History Month. We celebrate Women's History
Month to remind everyone of the achievements of women throughout the years in our culture and society,
and why it's important to study them and their important moments in history. From science to politics to
entertainment, it is a chance to reflect on the trailblazing women who lead the way for change.
People Staff. (2023, march). Women's History Month: Facts Explainer.
People Staff. (2023, march). Women's History Month: Facts Explainer. People. Disponível em: https://people.com/human-interest/womens-history-month-facts-explainer/.
Provas
Questão presente nas seguintes provas
3304712
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
Women's History Month: How It Started
By Andrea Wurzburger - Updated on March 1, 2024 05:35AM EST
PHOTO: GETTY IMAGES
1. Women's History Month was initially just International Women's Day, a day that commemorated
the Feb. 28 meeting of socialists and suffragists in Manhattan in 1909. One year later, on March 8,
1910, according to the BBC, a German activist named Clara Zetkin suggested they recognize
International Women’s Day at na International Conference of Working Women in Copenhagen.
With 17 countries in attendance at the conference, they all agreed.
2. On March 8, 1911, the first International Women’s Day was celebrated in Austria, Switzerland, Germany and
Denmark, though the holiday wasn’t widely celebrated in the United States until the United Nations began
sponsoring it in 1975.
3. In 1977, in order to persuade school principals to comply with the recently passed Title IX, a task force in
California created Women’s History Week. In March 1980, after celebrations had spread across the country,
President Jimmy Carter declared that March 8 was officially the start of National Women’s History Week.
That same year, Utah Senator Orrin Hatch and Maryland Representative Barbara Mikulski co-sponsored the
first Joint Congressional Resolution declaring the week of March 8, 1981, National Women’s History Week.
4. By 1987, Congress declared the entire month of March Women's History Month. Since then, every
president has proclaimed the month of March Women's History Month. We celebrate Women's History
Month to remind everyone of the achievements of women throughout the years in our culture and society,
and why it's important to study them and their important moments in history. From science to politics to
entertainment, it is a chance to reflect on the trailblazing women who lead the way for change.
People Staff. (2023, march). Women's History Month: Facts Explainer.
People Staff. (2023, march). Women's History Month: Facts Explainer. People. Disponível em: https://people.com/human-interest/womens-history-month-facts-explainer/.
Provas
Questão presente nas seguintes provas
3304711
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
Women's History Month: How It Started
By Andrea Wurzburger - Updated on March 1, 2024 05:35AM EST
PHOTO: GETTY IMAGES
1. Women's History Month was initially just International Women's Day, a day that commemorated
the Feb. 28 meeting of socialists and suffragists in Manhattan in 1909. One year later, on March 8,
1910, according to the BBC, a German activist named Clara Zetkin suggested they recognize
International Women’s Day at na International Conference of Working Women in Copenhagen.
With 17 countries in attendance at the conference, they all agreed.
2. On March 8, 1911, the first International Women’s Day was celebrated in Austria, Switzerland, Germany and
Denmark, though the holiday wasn’t widely celebrated in the United States until the United Nations began
sponsoring it in 1975.
3. In 1977, in order to persuade school principals to comply with the recently passed Title IX, a task force in
California created Women’s History Week. In March 1980, after celebrations had spread across the country,
President Jimmy Carter declared that March 8 was officially the start of National Women’s History Week.
That same year, Utah Senator Orrin Hatch and Maryland Representative Barbara Mikulski co-sponsored the
first Joint Congressional Resolution declaring the week of March 8, 1981, National Women’s History Week.
4. By 1987, Congress declared the entire month of March Women's History Month. Since then, every
president has proclaimed the month of March Women's History Month. We celebrate Women's History
Month to remind everyone of the achievements of women throughout the years in our culture and society,
and why it's important to study them and their important moments in history. From science to politics to
entertainment, it is a chance to reflect on the trailblazing women who lead the way for change.
People Staff. (2023, march). Women's History Month: Facts Explainer.
People Staff. (2023, march). Women's History Month: Facts Explainer. People. Disponível em: https://people.com/human-interest/womens-history-month-facts-explainer/.
Provas
Questão presente nas seguintes provas
3304710
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
Women's History Month: How It Started
By Andrea Wurzburger - Updated on March 1, 2024 05:35AM EST
PHOTO: GETTY IMAGES
1. Women's History Month was initially just International Women's Day, a day that commemorated
the Feb. 28 meeting of socialists and suffragists in Manhattan in 1909. One year later, on March 8,
1910, according to the BBC, a German activist named Clara Zetkin suggested they recognize
International Women’s Day at na International Conference of Working Women in Copenhagen.
With 17 countries in attendance at the conference, they all agreed.
2. On March 8, 1911, the first International Women’s Day was celebrated in Austria, Switzerland, Germany and
Denmark, though the holiday wasn’t widely celebrated in the United States until the United Nations began
sponsoring it in 1975.
3. In 1977, in order to persuade school principals to comply with the recently passed Title IX, a task force in
California created Women’s History Week. In March 1980, after celebrations had spread across the country,
President Jimmy Carter declared that March 8 was officially the start of National Women’s History Week.
That same year, Utah Senator Orrin Hatch and Maryland Representative Barbara Mikulski co-sponsored the
first Joint Congressional Resolution declaring the week of March 8, 1981, National Women’s History Week.
4. By 1987, Congress declared the entire month of March Women's History Month. Since then, every
president has proclaimed the month of March Women's History Month. We celebrate Women's History
Month to remind everyone of the achievements of women throughout the years in our culture and society,
and why it's important to study them and their important moments in history. From science to politics to
entertainment, it is a chance to reflect on the trailblazing women who lead the way for change.
People Staff. (2023, march). Women's History Month: Facts Explainer.
People Staff. (2023, march). Women's History Month: Facts Explainer. People. Disponível em: https://people.com/human-interest/womens-history-month-facts-explainer/.
Provas
Questão presente nas seguintes provas
3304709
Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Disciplina: Inglês (Língua Inglesa)
Banca: IVIN
Orgão: Pref. Conceição Canindé-PI
Provas:
Women's History Month: How It Started
By Andrea Wurzburger - Updated on March 1, 2024 05:35AM EST
PHOTO: GETTY IMAGES
1. Women's History Month was initially just International Women's Day, a day that commemorated
the Feb. 28 meeting of socialists and suffragists in Manhattan in 1909. One year later, on March 8,
1910, according to the BBC, a German activist named Clara Zetkin suggested they recognize
International Women’s Day at na International Conference of Working Women in Copenhagen.
With 17 countries in attendance at the conference, they all agreed.
2. On March 8, 1911, the first International Women’s Day was celebrated in Austria, Switzerland, Germany and
Denmark, though the holiday wasn’t widely celebrated in the United States until the United Nations began
sponsoring it in 1975.
3. In 1977, in order to persuade school principals to comply with the recently passed Title IX, a task force in
California created Women’s History Week. In March 1980, after celebrations had spread across the country,
President Jimmy Carter declared that March 8 was officially the start of National Women’s History Week.
That same year, Utah Senator Orrin Hatch and Maryland Representative Barbara Mikulski co-sponsored the
first Joint Congressional Resolution declaring the week of March 8, 1981, National Women’s History Week.
4. By 1987, Congress declared the entire month of March Women's History Month. Since then, every
president has proclaimed the month of March Women's History Month. We celebrate Women's History
Month to remind everyone of the achievements of women throughout the years in our culture and society,
and why it's important to study them and their important moments in history. From science to politics to
entertainment, it is a chance to reflect on the trailblazing women who lead the way for change.
People Staff. (2023, march). Women's History Month: Facts Explainer.
People Staff. (2023, march). Women's History Month: Facts Explainer. People. Disponível em: https://people.com/human-interest/womens-history-month-facts-explainer/.
Provas
Questão presente nas seguintes provas
ESTUDO ERRADO (Gabriel O Pensador) Adaptado
1 Atenção pra chamada! Aderbal?
2 Presente!
3 Aninha?
4 Eu!
5 Breno?
6 Aqui!
7 Carol?
8 Presente!
9 Douglas?
10 Alô!
11 Fernandinha?
12 Tô aqui
13 Geraldo?
14 Eu!
15 Itamarzinho?
16 Faltou
17 Juquinha?
18 Eu tô aqui pra quê?
19 Será que é pra aprender?
20 Ou será que é pra sentar, me acomodar e obedecer?
21 Tô tentando passar de ano pro meu pai não me bater
22 Sem recreio de saco cheio porque eu não fiz o dever
23 A professora já tá de marcação porque sempre me pega
24 Disfarçando, espiando, colando toda prova dos colegas
25 E ela esfrega na minha cara um zero bem redondo
26 E quando chega o boletim lá em casa eu me escondo 27 Eu quero jogar botão, videogame, bola de gude
28 Mas meus pais só querem que eu vá pra aula! E estude!
29 Então dessa vez eu vou estudar até decorar cumpádi
30 Pra me dar bem e minha mãe deixar ficar acordado até mais tarde
31 Ou quem sabe aumentar minha mesada
32 Pra eu comprar mais revistinha (do Cascão?)
33 Não. De mulher pelada 34 A diversão é limitada e o meu pai não tem tempo pra nada
35 E a entrada no cinema é censurada (vai pra casa pirralhada!) 36 A rua é perigosa então eu vejo televisão
37 (Tá lá mais um corpo estendido no chão)
38 Na hora do jornal eu desligo porque eu nem sei nem o que é inflação
39 Ué não te ensinaram?
40 Não, a maioria das matérias que eles dão eu acho inútil
41 Em vão, pouco interessantes, eu fico pu
42 Tô cansado de estudar, de madrugar, que sacrilégio (Vai pro colégio!) 43 Então eu fui relendo tudo até a prova começar
44 Voltei louco pra contar
45 Manhê! Tirei um dez na prova
46 Me dei bem, tirei um cem e eu quero ver quem me reprova
47 Decorei toda lição
48 Não errei nenhuma questão
49 Não aprendi nada de bom
50 Mas tirei dez (boa filhão!)
51 Quase tudo que aprendi, amanhã eu já esqueci
52 Decorei, copiei, memorizei, mas não entendi
53 Quase tudo que aprendi, amanhã eu já esqueci
54 Decorei, copiei, memorizei, mas não entendi
55 Decoreba: Esse é o método de ensino
56 Eles me tratam como ameba e assim eu não raciocino
57 Não aprendo as causas e consequências só decoro os fatos
58 Desse jeito até história fica chato
59 Mas os velhos me disseram que o porquê é o segredo
60 Então quando eu num entendo nada, eu levanto o dedo
61 Porque eu quero usar a mente pra ficar inteligente
62 Eu sei que ainda não sou gente grande, mas eu já sou gente
63 E sei que o estudo é uma coisa boa
64 O problema é que sem motivação a gente enjoa
65 O sistema bota um monte de abobrinha no programa...
Extraído de https://www.letras.mus.br/gabriel-pensador/66375/
A Base Nacional Comum Curricular (BNCC) é um documento de caráter X que define o conjunto orgânico e progressivo de aprendizagens Y que todos os alunos devem desenvolver ao longo das etapas e modalidades da Educação Básica, de modo a que tenham assegurados seus direitos de aprendizagem e Z, em conformidade com o que preceitua o Plano Nacional de Educação – PNE (Brasil, 2018, p. 7).
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