A ERA DAS GRANDES TRANSFORMAÇÕES

Vivemos na era das Grandes Transformações. Entre tantas, destaco apenas duas: a primeira no campo da economia e a segunda no campo da consciência.

A primeira na economia: começou partir de 1834 quando se consolidou a revolução industrial na Inglaterra. Consiste na passagem de uma economia de mercado para uma sociedade de mercado. Mercado sempre existiu na história da humanidade, mas nunca uma sociedade só de mercado. Quer dizer, a economia é o que conta, o resto deve servir a ela.

Diz-se que mercado deve ser livre e o Estado é visto como seu grande empecilho. Missão deste, na verdade, é ordenar com leis e normas a sociedade, também o campo econômico e coordenar a busca comum do bem comum. A Grande Transformação postula um Estado mínimo, limitado praticamente às questões ligadas à infraestrutura da sociedade, ao fisco e à segurança. Tudo o mais pertence e é regulado pelo mercado.

Tudo pode ser levado ao mercado como água potável, sementes, alimentos e até órgãos humanos. Esta mercantilização penetrou em todos os setores da sociedade: a saúde, a educação, o esporte, o mundo das artes e do entretenimento e até nos grupos importantes das religiões e das igrejas com seus programas de TV e de rádio.

Essa forma de organizar a sociedade unicamente ao redor dos interesses econômicos do mercado cindiu a humanidade de cima a baixo: um fosso enorme se criou entre os poucos ricos e os muitos pobres.

Essa voracidade encontrou o limite da própria Terra. Ela não possui todos os bens e serviços suficientes e renováveis. Não é um baú sem fundo. Tal fato dificulta senão impede a reprodução do sistema produtivista/capitalista. É sua crise.

Essa Transformação, por sua lógica interna, está se tornando biocida, ecocida e geocida. A vida corre risco e a Terra poderá não nos querer mais sobre ela, porque somos demasiadamente destruitivos.

A segunda Grande Transformação está se dando no campo da consciência. Na medida em que crescem os danos à natureza que afetam a qualidade de vida, cresce simultaneamente a consciência de que, na ordem de 90%, tais danos se devem à atividade irresponsável e irracional dos seres humanos, mais especificamente, daquelas elites de poder econômico, político, cultural e mediático que se constituem em grandes corporações multilaterais e que assumiram os rumos do mundo.

Temos, com urgência, que fazer alguma coisa que interrompa o percurso para o precipício. O primeiro estudo global foi feito em 1972. Revelou-se que ela está doente. A causa principal é o tipo de desenvolvimento que as sociedades assumiram. Ele acaba ultrapassando os limites de suportabilidade da natureza e da Terra. Temos que produzir, sim, para alimentar a humanidade. Mas de outro jeito, respeitando os ritmos da natureza e seus limites, permitindo que ela descanse e se refaça.

A reflexão ecológica se complexificou. Não se pode reduzi-la apenas à preservação do meio ambiente. A totalidade do sistema mundo está em jogo. Assim surgiu uma ecologia ambiental que tem como meta a qualidade de vida; uma ecologia social que visa um modo sustentável de vida (produção, distribuição, consumo e tratamento dos dejetos); uma ecologia mental que se propõe criticar preconceitos e visões de mundo hostis à vida e formular um novo design civilizatório, à base de princípios e de valores para uma nova forma de habitar a Casa Comum; e por fim uma ecologia integral que se dá conta de que a Terra é parte de um universo em evolução e que devemos viver em harmonia com o Todo, uno, complexo e carregado de propósito. Daí resulta a paz.

Se triunfar a consciência do cuidado e da nossa responsabilidade coletiva pela Terra e por nossa civilização, seguramente teremos ainda futuro.

Leonardo Boff (http://cartamaior.com.br/?/Coluna/A-era-das-grandes-transformacoes/33427)

Em “Consiste na passagem de uma economia de mercado para uma sociedade de mercado”, observa-se a repetição de uma estrutura semelhante, com a substituição de uma palavra por outra. Essa substituição ressalta a seguinte ideia do parágrafo:

Nos termos da Lei Orgânica Municipal, são símbolos do município de Saquarema:

ROBO-TEACHER IS COMING BUT DON’T EXPECT TO BE INSPIRED

INCREASING USE OF MACHINES IN THE CLASSROOM MEANS TEACHERS

WILL BE LESS IMPORTANT, OXFORD ACADEMIC WARNS

Robots could replace teachers as the primary source of information in classrooms around the world, according to a leading academic.

Michael Osborne, associate professor of machine learning at the University of Oxford, warned that the increasing use of machines in the classroom will mean that teachers will be less important when transmitting knowledge.

“Technology allows superior delivery of information,” said Prof Osborne.

“It seems pointless to have a teacher or lecturer standing in front of a classroom statically delivering content that might be better absorbed through online videos, thereby leaving the teacher time to engage with students in a more interactive fashion.”

He said, however, that teaching remained a long way from being fully automated because scientists were yet to develop artifi cial intelligence that could provide the emotional or pastoral guidance offered in most schools.

“Simply put, teachers render themselves safe from automation in engaging deeply with students, rather than teaching like a machine,” said Prof Osborne. “Machines still don’t have the same deep understanding of human society that teachers must rely on.

“In particular, the social intelligence required to monitor a classroom, or to inspire students struggling with a concept, is likely [to remain] beyond the scope of algorithms for at least 20 years.”

Apart from teachers having less prominence in the classroom, students would also have to take more control of their learning, he said.

Prof Osborne added: “Each student will have a device at their desk which will be delivering their content tailored to their interest and expertise, rather than everyone receiving the same material from the teacher in front of the class.”

Prof Osborne’s warning follows earlier research that he conducted with fellow Oxford academic Carl Benedikt Frey that concluded that those in highly creative jobs were less likely to be replaced in the next two decades.

The research, carried out for Nesta, the innovation charity, showed that 24 per cent of jobs in the UK were in creative industries – a higher percentage than in the US – and that nearly 90 per cent of workers in these industries were at little or no risk of being made redundant by technologies.

(Source: The Telegraph. June 1, 2015. Available

at: http://www.telegraph.co.uk/ education/educationnews/11642622/Ro

Question through address existing theories about English language and English language teaching. Read them and mark the correct alternative.

According to “The Stories of English” (Crystal, 2005, ch 20), the Internet has enabled the appearance of some nonstandardisms. The alternatives below are all examples of these forms, which vary from unusual symbol combinations to misspellings. According to Crystal, the only alternative that represents a nonstandard grammatical construction is:

A ERA DAS GRANDES TRANSFORMAÇÕES

Vivemos na era das Grandes Transformações. Entre tantas, destaco apenas duas: a primeira no campo da economia e a segunda no campo da consciência.

A primeira na economia: começou partir de 1834 quando se consolidou a revolução industrial na Inglaterra. Consiste na passagem de uma economia de mercado para uma sociedade de mercado. Mercado sempre existiu na história da humanidade, mas nunca uma sociedade só de mercado. Quer dizer, a economia é o que conta, o resto deve servir a ela.

Diz-se que mercado deve ser livre e o Estado é visto como seu grande empecilho. Missão deste, na verdade, é ordenar com leis e normas a sociedade, também o campo econômico e coordenar a busca comum do bem comum. A Grande Transformação postula um Estado mínimo, limitado praticamente às questões ligadas à infraestrutura da sociedade, ao fisco e à segurança. Tudo o mais pertence e é regulado pelo mercado.

Tudo pode ser levado ao mercado como água potável, sementes, alimentos e até órgãos humanos. Esta mercantilização penetrou em todos os setores da sociedade: a saúde, a educação, o esporte, o mundo das artes e do entretenimento e até nos grupos importantes das religiões e das igrejas com seus programas de TV e de rádio.

Essa forma de organizar a sociedade unicamente ao redor dos interesses econômicos do mercado cindiu a humanidade de cima a baixo: um fosso enorme se criou entre os poucos ricos e os muitos pobres.

Essa voracidade encontrou o limite da própria Terra. Ela não possui todos os bens e serviços suficientes e renováveis. Não é um baú sem fundo. Tal fato dificulta senão impede a reprodução do sistema produtivista/capitalista. É sua crise.

Essa Transformação, por sua lógica interna, está se tornando biocida, ecocida e geocida. A vida corre risco e a Terra poderá não nos querer mais sobre ela, porque somos demasiadamente destruitivos.

A segunda Grande Transformação está se dando no campo da consciência. Na medida em que crescem os danos à natureza que afetam a qualidade de vida, cresce simultaneamente a consciência de que, na ordem de 90%, tais danos se devem à atividade irresponsável e irracional dos seres humanos, mais especificamente, daquelas elites de poder econômico, político, cultural e mediático que se constituem em grandes corporações multilaterais e que assumiram os rumos do mundo.

Temos, com urgência, que fazer alguma coisa que interrompa o percurso para o precipício. O primeiro estudo global foi feito em 1972. Revelou-se que ela está doente. A causa principal é o tipo de desenvolvimento que as sociedades assumiram. Ele acaba ultrapassando os limites de suportabilidade da natureza e da Terra. Temos que produzir, sim, para alimentar a humanidade. Mas de outro jeito, respeitando os ritmos da natureza e seus limites, permitindo que ela descanse e se refaça.

A reflexão ecológica se complexificou. Não se pode reduzi-la apenas à preservação do meio ambiente. A totalidade do sistema mundo está em jogo. Assim surgiu uma ecologia ambiental que tem como meta a qualidade de vida; uma ecologia social que visa um modo sustentável de vida (produção, distribuição, consumo e tratamento dos dejetos); uma ecologia mental que se propõe criticar preconceitos e visões de mundo hostis à vida e formular um novo design civilizatório, à base de princípios e de valores para uma nova forma de habitar a Casa Comum; e por fim uma ecologia integral que se dá conta de que a Terra é parte de um universo em evolução e que devemos viver em harmonia com o Todo, uno, complexo e carregado de propósito. Daí resulta a paz.

Se triunfar a consciência do cuidado e da nossa responsabilidade coletiva pela Terra e por nossa civilização, seguramente teremos ainda futuro.

Leonardo Boff (http://cartamaior.com.br/?/Coluna/A-era-das-grandes-transformacoes/33427)

Em “Se triunfar a consciência do cuidado e da nossa responsabilidade coletiva pela Terra e por nossa civilização, seguramente teremos ainda futuro”, o emprego de “ainda” explicita o seguinte pressuposto:

ROBO-TEACHER IS COMING BUT DON’T EXPECT TO BE INSPIRED

INCREASING USE OF MACHINES IN THE CLASSROOM MEANS TEACHERS

WILL BE LESS IMPORTANT, OXFORD ACADEMIC WARNS

Robots could replace teachers as the primary source of information in classrooms around the world, according to a leading academic.

Michael Osborne, associate professor of machine learning at the University of Oxford, warned that the increasing use of machines in the classroom will mean that teachers will be less important when transmitting knowledge.

“Technology allows superior delivery of information,” said Prof Osborne.

“It seems pointless to have a teacher or lecturer standing in front of a classroom statically delivering content that might be better absorbed through online videos, thereby leaving the teacher time to engage with students in a more interactive fashion.”

He said, however, that teaching remained a long way from being fully automated because scientists were yet to develop artifi cial intelligence that could provide the emotional or pastoral guidance offered in most schools.

“Simply put, teachers render themselves safe from automation in engaging deeply with students, rather than teaching like a machine,” said Prof Osborne. “Machines still don’t have the same deep understanding of human society that teachers must rely on.

“In particular, the social intelligence required to monitor a classroom, or to inspire students struggling with a concept, is likely [to remain] beyond the scope of algorithms for at least 20 years.”

Apart from teachers having less prominence in the classroom, students would also have to take more control of their learning, he said.

Prof Osborne added: “Each student will have a device at their desk which will be delivering their content tailored to their interest and expertise, rather than everyone receiving the same material from the teacher in front of the class.”

Prof Osborne’s warning follows earlier research that he conducted with fellow Oxford academic Carl Benedikt Frey that concluded that those in highly creative jobs were less likely to be replaced in the next two decades.

The research, carried out for Nesta, the innovation charity, showed that 24 per cent of jobs in the UK were in creative industries – a higher percentage than in the US – and that nearly 90 per cent of workers in these industries were at little or no risk of being made redundant by technologies.

(Source: The Telegraph. June 1, 2015. Available

at: http://www.telegraph.co.uk/ education/educationnews/11642622/Ro

Question through address existing theories about English language and English language teaching. Read them and mark the correct alternative.

In “Understanding Language Teaching”, Kumaravadivelu (2006) proposes an understanding of language that includes three main perspectives, which are language as:

Veiga afirma, em “Projeto Político Pedagógico: uma Construção possível”, que o tempo é um dos elementos constitutivos da organização do trabalho pedagógico. Sobre este aspecto, é correto afirmar:

Question are based on the text below. Read the text and mark the correct alternative for each question.

ROBO-TEACHER IS COMING BUT DON’T EXPECT TO BE INSPIRED

INCREASING USE OF MACHINES IN THE CLASSROOM MEANS TEACHERS

WILL BE LESS IMPORTANT, OXFORD ACADEMIC WARNS

Robots could replace teachers as the primary source of information in classrooms around the world, according to a leading academic.

Michael Osborne, associate professor of machine learning at the University of Oxford, warned that the increasing use of machines in the classroom will mean that teachers will be less important when transmitting knowledge.

“Technology allows superior delivery of information,” said Prof Osborne.

“It seems pointless to have a teacher or lecturer standing in front of a classroom statically delivering content that might be better absorbed through online videos, thereby leaving the teacher time to engage with students in a more interactive fashion.”

He said, however, that teaching remained a long way from being fully automated because scientists were yet to develop artifi cial intelligence that could provide the emotional or pastoral guidance offered in most schools.

“Simply put, teachers render themselves safe from automation in engaging deeply with students, rather than teaching like a machine,” said Prof Osborne. “Machines still don’t have the same deep understanding of human society that teachers must rely on.

“In particular, the social intelligence required to monitor a classroom, or to inspire students struggling with a concept, is likely [to remain] beyond the scope of algorithms for at least 20 years.”

Apart from teachers having less prominence in the classroom, students would also have to take more control of their learning, he said.

Prof Osborne added: “Each student will have a device at their desk which will be delivering their content tailored to their interest and expertise, rather than everyone receiving the same material from the teacher in front of the class.”

Prof Osborne’s warning follows earlier research that he conducted with fellow Oxford academic Carl Benedikt Frey that concluded that those in highly creative jobs were less likely to be replaced in the next two decades.

The research, carried out for Nesta, the innovation charity, showed that 24 per cent of jobs in the UK were in creative industries – a higher percentage than in the US – and that nearly 90 per cent of workers in these industries were at little or no risk of being made redundant by technologies.

(Source: The Telegraph. June 1, 2015. Available

at: http://www.telegraph.co.uk/ education/educationnews/11642622/Robo-teacher-is-coming-but-dont-expectto- be-inspired.html)

The title “Robo-teacher is coming but don’t expect to be inspired” suggests the main argument of the text is:

Question are based on the text below. Read the text and mark the correct alternative for each question.

ROBO-TEACHER IS COMING BUT DON’T EXPECT TO BE INSPIRED

INCREASING USE OF MACHINES IN THE CLASSROOM MEANS TEACHERS

WILL BE LESS IMPORTANT, OXFORD ACADEMIC WARNS

Robots could replace teachers as the primary source of information in classrooms around the world, according to a leading academic.

Michael Osborne, associate professor of machine learning at the University of Oxford, warned that the increasing use of machines in the classroom will mean that teachers will be less important when transmitting knowledge.

“Technology allows superior delivery of information,” said Prof Osborne.

“It seems pointless to have a teacher or lecturer standing in front of a classroom statically delivering content that might be better absorbed through online videos, thereby leaving the teacher time to engage with students in a more interactive fashion.”

He said, however, that teaching remained a long way from being fully automated because scientists were yet to develop artifi cial intelligence that could provide the emotional or pastoral guidance offered in most schools.

“Simply put, teachers render themselves safe from automation in engaging deeply with students, rather than teaching like a machine,” said Prof Osborne. “Machines still don’t have the same deep understanding of human society that teachers must rely on.

“In particular, the social intelligence required to monitor a classroom, or to inspire students struggling with a concept, is likely [to remain] beyond the scope of algorithms for at least 20 years.”

Apart from teachers having less prominence in the classroom, students would also have to take more control of their learning, he said.

Prof Osborne added: “Each student will have a device at their desk which will be delivering their content tailored to their interest and expertise, rather than everyone receiving the same material from the teacher in front of the class.”

Prof Osborne’s warning follows earlier research that he conducted with fellow Oxford academic Carl Benedikt Frey that concluded that those in highly creative jobs were less likely to be replaced in the next two decades.

The research, carried out for Nesta, the innovation charity, showed that 24 per cent of jobs in the UK were in creative industries – a higher percentage than in the US – and that nearly 90 per cent of workers in these industries were at little or no risk of being made redundant by technologies.

(Source: The Telegraph. June 1, 2015. Available

at: http://www.telegraph.co.uk/ education/educationnews/11642622/Ro

The alternative equivalent in meaning to “nearly 90 per cent of workers in these industries were at little or no risk of being made redundant by technologies” is that technologies will:

ROBO-TEACHER IS COMING BUT DON’T EXPECT TO BE INSPIRED

INCREASING USE OF MACHINES IN THE CLASSROOM MEANS TEACHERS

WILL BE LESS IMPORTANT, OXFORD ACADEMIC WARNS

Robots could replace teachers as the primary source of information in classrooms around the world, according to a leading academic.

Michael Osborne, associate professor of machine learning at the University of Oxford, warned that the increasing use of machines in the classroom will mean that teachers will be less important when transmitting knowledge.

“Technology allows superior delivery of information,” said Prof Osborne.

“It seems pointless to have a teacher or lecturer standing in front of a classroom statically delivering content that might be better absorbed through online videos, thereby leaving the teacher time to engage with students in a more interactive fashion.”

He said, however, that teaching remained a long way from being fully automated because scientists were yet to develop artifi cial intelligence that could provide the emotional or pastoral guidance offered in most schools.

“Simply put, teachers render themselves safe from automation in engaging deeply with students, rather than teaching like a machine,” said Prof Osborne. “Machines still don’t have the same deep understanding of human society that teachers must rely on.

“In particular, the social intelligence required to monitor a classroom, or to inspire students struggling with a concept, is likely [to remain] beyond the scope of algorithms for at least 20 years.”

Apart from teachers having less prominence in the classroom, students would also have to take more control of their learning, he said.

Prof Osborne added: “Each student will have a device at their desk which will be delivering their content tailored to their interest and expertise, rather than everyone receiving the same material from the teacher in front of the class.”

Prof Osborne’s warning follows earlier research that he conducted with fellow Oxford academic Carl Benedikt Frey that concluded that those in highly creative jobs were less likely to be replaced in the next two decades.

The research, carried out for Nesta, the innovation charity, showed that 24 per cent of jobs in the UK were in creative industries – a higher percentage than in the US – and that nearly 90 per cent of workers in these industries were at little or no risk of being made redundant by technologies.

(Source: The Telegraph. June 1, 2015. Available

at: http://www.telegraph.co.uk/ education/educationnews/11642622/Ro

Question through address existing theories about English language and English language teaching. Read them and mark the correct alternative.

According to Moita Lopes in “Oficina de Linguística Aplicada” (1996), the act of reading involves:

ROBO-TEACHER IS COMING BUT DON’T EXPECT TO BE INSPIRED

INCREASING USE OF MACHINES IN THE CLASSROOM MEANS TEACHERS

WILL BE LESS IMPORTANT, OXFORD ACADEMIC WARNS

Robots could replace teachers as the primary source of information in classrooms around the world, according to a leading academic.

Michael Osborne, associate professor of machine learning at the University of Oxford, warned that the increasing use of machines in the classroom will mean that teachers will be less important when transmitting knowledge.

“Technology allows superior delivery of information,” said Prof Osborne.

“It seems pointless to have a teacher or lecturer standing in front of a classroom statically delivering content that might be better absorbed through online videos, thereby leaving the teacher time to engage with students in a more interactive fashion.”

He said, however, that teaching remained a long way from being fully automated because scientists were yet to develop artifi cial intelligence that could provide the emotional or pastoral guidance offered in most schools.

“Simply put, teachers render themselves safe from automation in engaging deeply with students, rather than teaching like a machine,” said Prof Osborne. “Machines still don’t have the same deep understanding of human society that teachers must rely on.

“In particular, the social intelligence required to monitor a classroom, or to inspire students struggling with a concept, is likely [to remain] beyond the scope of algorithms for at least 20 years.”

Apart from teachers having less prominence in the classroom, students would also have to take more control of their learning, he said.

Prof Osborne added: “Each student will have a device at their desk which will be delivering their content tailored to their interest and expertise, rather than everyone receiving the same material from the teacher in front of the class.”

Prof Osborne’s warning follows earlier research that he conducted with fellow Oxford academic Carl Benedikt Frey that concluded that those in highly creative jobs were less likely to be replaced in the next two decades.

The research, carried out for Nesta, the innovation charity, showed that 24 per cent of jobs in the UK were in creative industries – a higher percentage than in the US – and that nearly 90 per cent of workers in these industries were at little or no risk of being made redundant by technologies.

(Source: The Telegraph. June 1, 2015. Available

at: http://www.telegraph.co.uk/ education/educationnews/11642622/Ro

Question through address existing theories about English language and English language teaching. Read them and mark the correct alternative.

In “How to teach English”, Harmer (2007) explains that grammar and vocabulary can be taught through deduction or discovery. The only alternative below that represents discovery is: