Embracing Change
Let’s face it: most of us were taught in classrooms where styles of teachings reflected the notion of a single norm of thought and experience, which we were encouraged to believe was universal. This has been just as true for nonwhite teachers as for white teachers. Most of us learned to teach emulating this model. As a consequence, many teachers are disturbed by the political implications of a multicultural education because they fear losing control in a classroom where there is no one way to approach a subject— only multiple ways and multiple references. Bearing that in mind, among educators there has to be an acknowledgment that any effort to transform institutions so that they reflect a multi-cultural standpoint must take into consideration the fears teachers have when asked to shift their paradigms. There must be training sites where teachers have the opportunity to express those concerns while also learning to create ways to approach the multicultural classroom and curriculum. Making the classroom a democratic setting where everyone feels a responsibility to contribute is a central goal of transformative pedagogy and as the classroom becomes more diverse, teachers are faced with the way the politics of domination are often reproduced in the educational setting.
Adapted from hooks, b. Teaching to Transgress: A Education as a Practice of Freedom. London/New York: Routledge, 1994.
The text above reinforces the importance of:

Read this excerpt from one of the previous texts:
“Bearing that in mind, among educators there has to be an acknowledgment that any effort to transform institutions in order to reflect a multi-cultural standpoint must take into consideration the fears teachers have when asked to shift their paradigms.”
Without changing the meaning, it is correct to substitute the conjunction in order to in the clause above for:

Read this excerpt from one of the previous texts:
“There must be training sites where teachers have the opportunity to express those concerns while also learning to create ways to approach the multicultural classroom and curriculum.”
Without changing the meaning of the sentences, it is correct to substitute the modal must in the beginning of the sentence for:

Read this excerpt from one of the previous texts:
“I have taught brilliant students of color, many of them seniors, Students of color, many of them seniors, who have skillfully managed never to speak in classroom settings. Some express the feeling that they are less likely to suffer any kind of assault if they simply do not assert their subjectivity.”
The words “skillfully” and “simply” can be related in terms of language because they are:

When thinking of critical multiliteracies, teachers must:

In the text you read above (see QUESTÃO 41), the author cites Paulo Freire’s “banking system of education”. Authors usually bring different voices to their text in order to reinforce an argument with expert’s perspectives.
This is can also be done by resorting to:

After reading the whole text, parts I AND II, it is possible to conclude that the author considers multiculturalism:

According to Motta-Roth (2008) and the Critical Genre Pedagogy, content and syllabus must be contextualized based on educational, cultural, social, and political imperatives, connecting social experience to individual experience. In this context, when a teacher proposes critical reading and writing activities by giving pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, it is possible to conclude that the teacher:

Read this excerpt from one of the previous texts:
“Let’s face it: most of us were taught in classrooms where styles of teachings reflected the notion of a single norm of thought and experience, which we were encouraged to believe was universal. This has been just as true for nonwhite teachers as for white teachers.”
What does the demonstrative pronoun “this” highlighted above refer to?

A critical approach to working with reading is by providing working with discursive and textual genres through critical reflexive processes that allow students to connect the texts to their background and context. The best way to approach this is by: