Questões de Concurso sobre Língua Inglesa e Educação

Title: Running from Home: Literature and the Refugee Voice

Learning Objective: Explore how literature and media can represent marginalized voices by analyzing the poem’s message alongside multimodal digital images (a social media post, a protest poster, and a video thumbnail).

Title: Digital Journalism: Refugee Reports and Global News

Learning Objective: Analyze how the theme of forced displacement is portrayed in the poem and in journalistic multimodal

digital resources covering conflict zones and vulnerable populations.

Title: Language and Grammar through Translation in Literary Contexts

Learning Objective: Relate the poetic text to multimodal digital images (a social media post, a journalistic ad, and a video screenshot) in order to recognize the role of literature in promoting social awareness and human rights.

Title: Refugee Voice in Modern Literature

Learning Objective: Translate the poem and images (a social media publication, a protest advertisement, and a video frame) into Portuguese using machine translation tools as a way to explore digital and critical literacy

“Take no one’s word for anything, including mine — but trust your experience. Know whence you came. If you know whence you came, there is really no limit to where you can go.” (James Baldwin). Because there are social limits to where people can go.

“Language is not a neutral medium that easily and freely becomes the intentional property of the speaker: on the contrary, it is inhabited and overpopulated by other people’s intentions.” (Mikhail Bakthin). Because language does not depend on people’s intentions.

“To liquidate peoples, we begin by taking away their memory. We destroy their books, their culture, their history. And someone else writes other books for them, gives them another culture and invents another history for them.” (Milan Kundera). Because it is through history that identities are preserved.

“A fully unified, complete, secure, and coherent identity is a fantasy. Instead, as systems of cultural meaning and representation multiply, we are confronted by a bewildering and shifting multiplicity of possible identities, each of which we could identify with at least temporarily.” (Stuart Hall). Because systems of cultural meaning and representations are limited.

preference should be given to materials and tasks that reflect real-life situations.

full priority must be given to the development of the oral skills - listening and speaking.

language rules and forms are of secondary importance and need not be formally taught.

learning activities are to be carefully prepared so as to prevent the occurrence of errors.

no native language is to be employed during classes and activities.

A educação tem por finalidade o desenvolvimento parcial do educando, preparando-o para o mercado de trabalho e para o convívio social.

A educação visa ao desenvolvimento integral do cidadão, seu preparo para a convivência segregativa e sua qualificação moral e profissional.

A educação tem como objetivo o aprimoramento técnico do indivíduo, sua inserção produtiva e o fortalecimento da cidadania nacional.

A educação visa ao pleno desenvolvimento da pessoa, seu preparo para o exercício da cidadania e sua qualificação para o trabalho.

A educação destina-se à formação intelectual, técnica e moral do aluno, para o exercício inconsciente da convivência e para a inserção social produtiva.

Students listen to a recorded dialogue and repeat each sentence in unison to perfect their pronunciation and intonation patterns.

Students memorize a dialogue from the textbook and perform it in front of the class exactly as written.

Students read a short article on a current topic, discuss their opinions in pairs, and then write a summary of their partner's view.

Students copy a list of sentences from the board into their notebooks to practice handwriting and spelling accuracy without speaking.

Students read a literary text silently and answer multiple-choice comprehension questions without interacting with peers.

Focusing exclusively on the final text submitted by the student, assessing it only for grammatical and spelling errors (final product).

Requiring the student to produce a perfect text on the first attempt, without the possibility of drafting or revising.

Emphasizing the stages of writing—such as planning (pre-writing), drafting, revising, and editing—while valuing continuous feedback.

Considering writing as an innate skill that cannot be taught and depends solely on the student's inspiration.

Reading the text in detail, word by word, analyzing all grammatical structures for deep comprehension.

Reading the text quickly to get the main idea (gist), focusing on titles, subtitles, the first and last paragraphs, and key words.

Looking for specific information in the text (such as a name, date, or number) without reading the entire text.

Translating the text literally, word by word, into the native language, without concern for the overall meaning.

literal comprehension.

prediction based solely on surface clues.

heuristic scanning for explicit definitions.

modal tracing and critical stance detection.

epistemic necessity.

weak obligation.

deontic obligation imposed by an authority.

speculative inference.

expandir gradualmente.

conceal intentionally.

identify precisely.

postpone indefinitely.

Originating strictly within the individual's biology and then being expressed socially without external influence.

Occurring in a vacuum where culture plays no role in the formation of concepts or language acquisition.

Moving from the social (interpsychological) plane to the individual (intrapsychological) plane through the process of internalization.

Depending solely on the memorization of vocabulary lists provided by the teacher, regardless of social context.

Developing in reverse order, starting from the individual consciousness and then moving to the social environment.

F, F, T, T.

T, F, T, F.

F, T, F, T.

T, T, T, T.

T, T, F, F.

II and III, only.

I and II, only.

I, II and III.

III, only.

I and II, only.

I, only.

II and III, only.

I, II and III.

F, F, F, T.

T, F, T, F.

F, T, F, T.

T, T, T, F.

To read quickly to get the general idea or gist of the text.

To translate the text word for word into the native language.

To look for a specific name or date in the text.

To read slowly to understand every grammatical structure.

Intensive use of playful activities, such as songs, games, stories (storytelling), and Total Physical Response, TPR.

Administering essay-type written tests as the main and sole instrument of summative assessment at the end of the term.

The Grammar−Translation method, focused on the literal translation of decontextualized sentences from Portuguese to English and vice versa.

Reading and debating opinion articles and editorials, focusing on identifying theses, arguments, and the author's rhetoric.

Explicit, in-depth analysis of complex grammar rules, such as the use of the past perfect continuous and reported speech.

they should be taught separately and in a specific order: listening, reading, writing and speaking.

students can only start speaking after they have mastered language forms.

they can be integrated so as to provide students with input exposure and with opportunities for output production.

students need to first listen and only later work with the written words.

reading a text out loud is an exercise of fluency practice.

English must be taught from kindergarten in all schools.

Only public schools must include English in the curriculum.

The teaching of foreign languages is optional in all basic education stages.

Schools must offer a modern foreign language, preferably English, from the 6th year.

The belief that communicative success must be measured by the absolute absence of any grammatical features typical of the speaker's first language (L1).

The adoption of a standardized, globally enforced curriculum that ensures all academic staff follow the official dictionary and pronunciation rules set by an international standardization body.

The capacity to achieve clear, mutual intelligibility through strategic competence and interactional flexibility among speakers from diverse linguistic and cultural backgrounds.

The promotion of English mainly as a symbolic resource, focusing institutional efforts on promoting the local language (Portuguese) as the main medium of academic instruction.

The primarly emphasis on complex linguistic structures and a vast idiomatic repertoire is used to establish institutional authority and credibility in international forums.