Foram encontradas 50 questões.
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
Cross-linguistic influence affects how learners process vocabulary in their target language, particularly when surface similarities mask semantic divergence. The text contains terms that may give rise to misleading lexical associations for Brazilian Portuguese speakers.
Select the alternative that correctly identifies the semantic value of the term “scholarship” in the textual context and the lexical association that may interfere with its interpretation.
Provas
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
Daria's testimony provides insight into the teaching practices she encountered at the school in Wrocław. Evaluate the statements regarding the educational practices described:
I. The teachers' performance of epistemic humility—publicly acknowledging knowledge limitations and errors—functions to democratize the classroom power structure and reduce student anxiety about their own imperfect knowledge.
II. Daria's characterization of teacher behavior as "very natural and supportive" following their apologies indicates that pedagogical vulnerability enhances rather than undermines instructional authority.
III. The text implies that this collaborative learning approach was specifically designed as a refugee integration strategy rather than reflecting the school's general pedagogical philosophy.
IV. The bilingual school psychologist's presence represented a sufficient condition for psychological adaptation, rendering the teachers' collaborative approach supplementary rather than essential.
Which combination contains statements supported by the text?
Provas
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
Kamila's account of her adaptation process in Poland addresses multiple dimensions of immigrant student experience. The narrative presents her challenges and how she overcame them through various strategies.
Which statement most precisely articulates the relationship between linguistic development and social engagement as evidenced by the textual progression?
Provas
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
The text establishes a relationship between Wrocław's identity and the demographic composition of the high school attended by Ukrainian refugee students. This structural choice in presenting information carries implications for understanding the institutional context.
Analyze which interpretation most accurately reflects the author's argumentative strategy regarding institutional multiculturalism.
Provas
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
The text presents Daria's career aspiration through her articulated statements about working with formerly incarcerated individuals. Her professional goals reflect a particular worldview regarding human behavior and social reintegration.
Which alternative most accurately captures the ideological foundation that informs Daria's professional aspiration?
Provas
A Base Nacional Comum Curricular (BNCC) constitui um documento normativo de caráter vinculante que define o conjunto orgânico e progressivo de aprendizagens essenciais que todos os estudantes da Educação Básica brasileira têm direito de desenvolver ao longo das etapas e modalidades de ensino.
Sobre esse assunto, assinale a alternativa INCORRETA.
Provas
(__) A interdisciplinaridade não implica a supressão das disciplinas, mas sua interação coordenada em torno de problemas complexos que não podem ser compreendidos adequadamente a partir de uma única perspectiva epistemológica.
(__) A integração entre áreas do conhecimento pode assumir diferentes graus, desde a coordenação temática até a construção de matrizes curriculares organizadas por áreas amplas, como Linguagens, Ciências da Natureza e Ciências Humanas, modelo adotado em diversas reformas educacionais.
(__) A transversalidade emerge como resposta à fragmentação disciplinar consolidada a partir da modernidade científica, especialmente com a consolidação do paradigma cartesiano-newtoniano, que operou por meio da especialização progressiva do saber.
Assinale a alternativa que indica a sequência correta.
Provas
O Projeto Político-Pedagógico (PPP) constitui o documento nuclear da identidade institucional da escola, configurando-se como instrumento de planejamento estratégico, organização curricular, gestão democrática e orientação das práticas pedagógicas.
Sobre esse assunto, é INCORRETO afirmar que o PPP:
Provas
Provas
O planejamento escolar constitui um processo sistemático, intencional e articulado de organização da ação educativa no âmbito institucional, envolvendo dimensões administrativas, pedagógicas e políticas. Acerca desse assunto, analise as afirmativas abaixo.
I. O planejamento escolar articula o Projeto PolíticoPedagógico (PPP), o regimento interno, o calendário acadêmico, os planos de curso e os planos de aula, garantindo coerência entre finalidades institucionais, diretrizes legais e práticas pedagógicas.
II. A Lei de Diretrizes e Bases da Educação Nacional – Lei nº 9.394/1996 – atribui às instituições de ensino a responsabilidade de elaborar e executar sua proposta pedagógica, reforçando a centralidade do planejamento como expressão da autonomia escolar articulada às normas do respectivo sistema de ensino.
III. O planejamento pedagógico deve ser compreendido como processo contínuo e flexível, capaz de incorporar avaliações diagnósticas, ajustes metodológicos e intervenções pedagógicas diferenciadas, sobretudo em contextos de heterogeneidade sociocultural e cognitiva.
Está(ão) correta(s) a(s) afirmativa(s):
Provas
Caderno Container