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TEXT 1
REFERS TO QUESTION FROM
Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on February 26th, 2020. Adapted
Todas as palavras a seguir são cognatas, EXCETO:
Provas
TEXT 1
REFERS TO QUESTION FROM
Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on February 26th, 2020. Adapted
A synonym for the word HUGE in “the huge role” is:
Provas
Alain Touraine busca entender os movimentos sociais a partir da compreensão das condições de estruturação da ação coletiva enfatizando as variáveis culturais, de certa forma, o autor se distância do marxismo ao enfatizar que a sociedade “pós-industrial” permite observar os movimentos sociais para além das lutas de classe. Para operacionalizar a interpretação dos movimentos sociais Touraine considera três princípios.
Qual das alternativas apresenta, corretamente, os três princípios abordados por Touraine?
Provas
A obra “Os Estabelecidos e os Outsiders” é resultado de uma pesquisa realizada, na década de 1950, por Norbert Elias e John Scotson em pequena comunidade inglesa, ficticiamente, denominada de Winston Parva. Sobre o livro “Os Estabelecidos e os Outsiders” é possível afirmar que:
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A compreensão da política social é inseparável da percepção do processo de expansão e de transformação da cidadania no mundo moderno. A sustentação, inicial, da ideia de que a cidadania só é plena se for dotada de todos os três tipos de direito (civil, político e social) é de:
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O trabalhador é contratado para trabalhar 8 horas diárias pelo valor de 10 moedas, no entanto ele produz mercadorias relativas a 20 moedas por dia, gerando, desta forma, um excedente de trabalho diário de 10 moedas. O trecho acima faz referência ao processo que Karl Marx chamou de?
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As transformações políticas, econômicas, culturais e sociais envolvendo o ocidente europeu, desde o século XVI, influenciaram a constituição da Sociologia como ciência. No Século XIX o positivismo teve papel de destaque no nascimento desta ciência. Qual pensador que a partir de 1830 escreveu “Curso de Filosofia Positiva” em seis volumes e publicou em 1852, “O Catecismo Positivista” ou “Exposição Sumária da Religião Universal”?
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René Descartes estruturou o caminho mais seguro e preciso de investigação conhecido como:
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A Mitologia foi fundamental para o avanço do pensamento ocidental, o conjunto de mitos narrados de geração em geração, era a única forma de buscar respostas para suas indagações. Sobre os mitos, pode-se afirmar que:
I. buscava explicações sobre a natureza e sua verdade independente de provas.
II. era importante para o funcionamento da sociedade.
III. possuíam valores morais e epistemológicos.
IV. tentavam elaborar respostas racionais para suas perguntas.
V. Homero e Hesiodo foram responsáveis por fazerem os primeiros registros.
Está correto apenas o que se firma em:
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Filósofo natural de Konigsberg, Alemanha, viveu entre 1724 e 1804. Sintetizou os pensamentos empiristas, racionalistas e céticos, criou uma nova forma de filosofar: o criticismo.
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