According to the author, it can be said that one of the gains of multicultural education is to:

Texto 2

Multicultural Education in Your Classroom

By: E.K. Garcia

America has always been referred to as a melting pot, but ideally, it's a place where we strive to invite everyone to celebrate exactly who they are. As the US. population is becoming increasingly diverse and technology makes the world feel increasingly smaller, it is time to make every classroom a multicultural classroom.

Multicultural education is more than celebrating Cinco de Mayo with tacos and piñatas or reading the latest biography of Martin Luther King Jr. It is an educational movement built on basic American values such as freedom, justice, opportunity, and equality. It is a set of strategies aimed to address the diverse challenges experienced by rapidly changing U.S. demographics. And it is a beginning step to shifting the balance of power and privilege within the education system.

The goals of multicultural education include creating a safe, accepting and successful learning environment for all, increasing awareness of global issues, strengthening cultural consciousness, strengthening intercultural awareness, teaching students that there are multiple historical perspectives, encouraging critical thinking and preventing prejudice and discrimination.

According to the National Association for Multicultural Education (NAME.), the advantages of multicultural education are helping students develop positive self-image, offering students an equitable educational opportunity, allowing multiple perspectives and ways of thinking, combating stereotypes/prejudicial behavior and teaching students to critique society in the interest of social justice.

Contrary to popular belief, multicultural education is more than cultural awareness, but rather an initiative to encompass all under-represented groups (people of color, women, people with disabilities, etc.) and to ensure curriculum and content including such groups is accurate and complete.

Most curriculums focus more on North America and Europe than any other region. Most students have learned about genocide through stories of the Holocaust, but do they know that hundreds of thousands of people are being killed in places like Darfur and Rwanda? Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history.

, multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy. Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy.

These issues include, but are not limited to, racism, sexism, religious intolerance, classism, ageism, etc.

(Adapted from http://www.teachhub.com/multiculturaleducation- your-classroom Accessed on 21 April 2016)

According to the text, Multiculturalism Education has become an important issue in American classrooms because they:

Texto 1

“John Reed was a schoolboy of fourteen years old; four years older than I, for I was but ten: large and stout for his age, with a dingy and unwholesome skin; thick lineaments in a spacious visage, heavy limbs and large extremities. He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks. He ought now to have been at school; but his mama had taken him home for a month or two, „on account of his delicate health." Mr. Miles, the master, affirmed that he would do very well if he had fewer cakes and sweetmeats sent him from home; but the mother"s heart turned from an opinion so harsh, and inclined rather to the more refined idea that John"s sallowness was owing to over-application and, perhaps, to pining after home. John had not much affection for his mother and sisters, and an antipathy to me. He bullied and punished me; not two or three times in the week, nor once or twice in the day, but continually: every nerve I had feared him, and every morsel of flesh in my bones shrank when he came near. There were moments when I was bewildered by the terror he inspired, because I had no appeal whatever against either his menaces or his inflictions; the servants did not like to offend their young master by taking my part against him, and Mrs. Reed was blind and deaf on the subject: she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.”

(Extract from http://www.planetpdf.com/planetpdf/ pdfs/free_ebooks/jane_eyre_nt.pdf Accessed on 20 April 2016.)

In the fragment, “…she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.…”, the underlined clause is an example of a:

Texto 1

“John Reed was a schoolboy of fourteen years old; four years older than I, for I was but ten: large and stout for his age, with a dingy and unwholesome skin; thick lineaments in a spacious visage, heavy limbs and large extremities. He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks. He ought now to have been at school; but his mama had taken him home for a month or two, „on account of his delicate health." Mr. Miles, the master, affirmed that he would do very well if he had fewer cakes and sweetmeats sent him from home; but the mother"s heart turned from an opinion so harsh, and inclined rather to the more refined idea that John"s sallowness was owing to over-application and, perhaps, to pining after home. John had not much affection for his mother and sisters, and an antipathy to me. He bullied and punished me; not two or three times in the week, nor once or twice in the day, but continually: every nerve I had feared him, and every morsel of flesh in my bones shrank when he came near. There were moments when I was bewildered by the terror he inspired, because I had no appeal whatever against either his menaces or his inflictions; the servants did not like to offend their young master by taking my part against him, and Mrs. Reed was blind and deaf on the subject: she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.”

(Extract from http://www.planetpdf.com/planetpdf/ pdfs/free_ebooks/jane_eyre_nt.pdf Accessed on 20 April 2016.)

In the fragment, “He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks…”, the underlined term can be best replaced by:

Texto 1

“John Reed was a schoolboy of fourteen years old; four years older than I, for I was but ten: large and stout for his age, with a dingy and unwholesome skin; thick lineaments in a spacious visage, heavy limbs and large extremities. He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks. He ought now to have been at school; but his mama had taken him home for a month or two, „on account of his delicate health." Mr. Miles, the master, affirmed that he would do very well if he had fewer cakes and sweetmeats sent him from home; but the mother"s heart turned from an opinion so harsh, and inclined rather to the more refined idea that John"s sallowness was owing to over-application and, perhaps, to pining after home. John had not much affection for his mother and sisters, and an antipathy to me. He bullied and punished me; not two or three times in the week, nor once or twice in the day, but continually: every nerve I had feared him, and every morsel of flesh in my bones shrank when he came near. There were moments when I was bewildered by the terror he inspired, because I had no appeal whatever against either his menaces or his inflictions; the servants did not like to offend their young master by taking my part against him, and Mrs. Reed was blind and deaf on the subject: she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.”

(Extract from http://www.planetpdf.com/planetpdf/ pdfs/free_ebooks/jane_eyre_nt.pdf Accessed on 20 April 2016.)

The expression “on account of” has similar meaning to the underlined expression in:

“A aprendizagem de uma língua estrangeira deve garantir ao aluno seu engajamento discursivo, ou seja, a capacidade de se envolver e envolver outros no discurso. Isso pode ser viabilizado em sala de aula por meio de atividades pedagógicas centradas na constituição do aluno como ser discursivo, ou seja, sua construção como sujeito do discurso via Língua Estrangeira.”

(PCNs, 1998:19)

Aponta-se como característica desta perspectiva de ensino de língua estrangeira o desenvolvimento:

Para Ilma Passos Veiga, quanto à execução, um projeto político-pedagógico é de qualidade quando:

Segundo Zabala, para aprender é indispensável que haja um clima e um ambiente adequados, já que a aprendizagem é potencializada quando convergem as condições que estimulam o trabalho e o esforço. Para tal, é necessário criar um ambiente seguro e ordenado que ofereça aos alunos:

Para Vygotsky, com relação à aprendizagem da criança, a zona de desenvolvimento proximal provê psicólogos e educadores de um instrumento por meio do qual se pode entender: