Foram encontradas 126 questões.
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
Provas
Questão presente nas seguintes provas
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
Provas
Questão presente nas seguintes provas
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
Provas
Questão presente nas seguintes provas
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
Provas
Questão presente nas seguintes provas
Leia o trecho:
“A revolta dos escravos em São Domingos está associada aos acontecimentos revolucionários na França de fins do século XVIII, que ocasionaram em 1794, a proclamação do fim da escravidão nas possessões francesas no ultramar. [...] A ascensão de Napoleão Bonaparte ao governo francês marcou uma nova reviravolta no processo. Anulou a lei abolicionista de 1794”.
PRADO, Maria Lígia; PELLEGRINO, Gabriela. História da América Latina. São Paulo: Contexto, 2014. p. 17.
O processo de independência desencadeado a partir do evento acima foi muito marcante. As classes dominantes que lideravam os movimentos de independência no Brasil e em outros lugares da América lembravam-se deste fenômeno e tinham o temor que algo semelhante ocorresse em seus territórios e, dessa forma, buscavam se precaver política e juridicamente. O medo referente ao que ocorreu em São Domingos ficou conhecido como:
“A revolta dos escravos em São Domingos está associada aos acontecimentos revolucionários na França de fins do século XVIII, que ocasionaram em 1794, a proclamação do fim da escravidão nas possessões francesas no ultramar. [...] A ascensão de Napoleão Bonaparte ao governo francês marcou uma nova reviravolta no processo. Anulou a lei abolicionista de 1794”.
PRADO, Maria Lígia; PELLEGRINO, Gabriela. História da América Latina. São Paulo: Contexto, 2014. p. 17.
O processo de independência desencadeado a partir do evento acima foi muito marcante. As classes dominantes que lideravam os movimentos de independência no Brasil e em outros lugares da América lembravam-se deste fenômeno e tinham o temor que algo semelhante ocorresse em seus territórios e, dessa forma, buscavam se precaver política e juridicamente. O medo referente ao que ocorreu em São Domingos ficou conhecido como:
Provas
Questão presente nas seguintes provas
Eric Hobsbawm afirmou que entre fins do século XIX e inícios
do século XX, “a maior parte do mundo, à exceção da Europa e
das Américas, foi formalmente dividida em territórios sob governo
direto ou sob dominação política indireta de um ou outro Estado
de um pequeno grupo: principalmente Grã-Bretanha, França,
Alemanha, Itália, Holanda, Bélgica, EUA e Japão”.
HOBSBAWM, Eric. A Era dos Impérios. Rio de Janeiro: Paz e Terra, 2014. p. 94-95.
No fragmento acima, o autor se refere ao:
HOBSBAWM, Eric. A Era dos Impérios. Rio de Janeiro: Paz e Terra, 2014. p. 94-95.
No fragmento acima, o autor se refere ao:
Provas
Questão presente nas seguintes provas
“É só a partir do século VIII a. C. que começamos a entrever,
em diferentes regiões do Mediterrâneo, o progressivo surgimento
de comunidades organizadas a partir de centros urbanos: as
cidades-Estados ou pólis”.
GUARINELLO, Noberto Luiz. História Antiga. São Paulo: Contexto, 2013. p.77.
Em relação às cidades-Estados da Antiguidade, podemos afirmar que a:
GUARINELLO, Noberto Luiz. História Antiga. São Paulo: Contexto, 2013. p.77.
Em relação às cidades-Estados da Antiguidade, podemos afirmar que a:
Provas
Questão presente nas seguintes provas
O historiador faz História a partir de inferências coletadas dos
documentos escritos e também das fontes orais. Acerca do ofício
historiográfico, o historiador italiano Carlo Ginzburg afirma que o
historiador se aproxima de um detetive, pois analisa e escreve a
partir de:
Provas
Questão presente nas seguintes provas
No contexto do Entreguerras e da Segunda Guerra Mundial,
um acordo secreto entre dois Estados nacionais com ideologias e
lógicas de organização política diferentes foi e é muito citado na
historiografia. Este acordo é conhecido como:
Provas
Questão presente nas seguintes provas
Segundo a Base Nacional Comum Curricular (2018),
“Identificar diferentes formas de compreensão da noção de tempo
e de periodização dos processos históricos (continuidades e
rupturas)” está inserido no rol de habilidades do:
Provas
Questão presente nas seguintes provas
Cadernos
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