Manual 6663

INSTITUTO DO EMPREGO E FORMAÇÃO PROFISSIONAL, IP
CENTRO DE EMPREGO E FORMAÇÃO PROFISSIONAL DE ENTRE DOURO E VOUGA
DEBATER OS DIREITOS E DEVERES DOS

CIDADÃOS
UFCD: 6663
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ÍNDICE
Objetivos do manual…………………………………………………………………………………………………………………………………… 3
Background information / Human rights ………………………………………………………………………………………………….… 4
Useful words ……………………………………………………………………………………………………………………………………………… 5
“Fighting for the right to be beautiful” ………………………………………………………………………………………………………. 7
Multiculturalism ………………………………………………………………………………………………………………………………………... 9
“Islam insult” woman facing death …………………………………………………………………………………………………………….14
“Women’s rights” ………………………………………………………………………………………………………………………………………16
“Persecuted for being white” …………………………………………………………………………………………………………………….17
Song by “Santana” …………………………………………………………………………………………………………………………………… 20
Freedom of speech …………………………………………………………………………………………………………………………………... 21
Universal Declaration of Human rights – Articles ……………………………………………………………………………………….22
Bibliografia ……………………………………………………………………………………………………………………… ………………………..24
OBJETIVOS GERAIS DO MANUAL
Guiar o estudo autónomo dos formandos.
OBJETIVOS ESPECÍFICOS DO MANUAL
Facultar uma síntese de principais conteúdos tratados nas sessões de modo a resolver questões de
interpretação textual de revelação de conhecimentos adquiridos, produção textual e do funcionamento da
língua.
MODALIDADE DE FORMAÇÃO
Expositivo / Demonstrativo;
Interrogativo / Ativo;
Exercitação.
FORMAS DE ORGANIZAÇÃO
Exposição teórica dos temas do módulo – Debater os direitos e deveres dos cidadãos.
BACKGROUND INFORMATION
HUMAN RIGHTS
“All humans are born free and equal in dignity and rights. They are endowed with reason and conscience
and should act towards one another in a spirit of brotherhood”.
Universal Declaration of Human Rights – Art.1
The theme Human Rights has been an essential and debated subject throughout the years. Its
implementation was not easy but many people have tried and fought to keep them and make them a
reality.
Human rights have been defined as basic moral guarantees that people in all countries and cultures
allegedly have simply because they are people. Calling these guarantees “rights” suggests that they attach
to particular individuals who can invoke them, that they are of high priority and that compliance with them
is mandatory rather than discretionary. Human rights are frequently held to be universal in the sense that
all people have and should enjoy them and to be independent in the sense that they exist and are available
as standards of justification and criticism whether or not they are recognized and implemented by the legal
system or officials of a country. (Nickel, 1992:561 – 2)
The moral doctrine of human rights aims at identifying the fundamental prerequisites for each
human being leading a minimally good life. Human rights aim to identify both the necessary negative and
positive prerequisites for leading a minimally good life, such us rights against torture and rights to health
care. This aspiration has been enshrined in various declarations and legal conventions issued during the past
fifty years, initiated by the Universal Declaration on Human Rights (1954) and the International Covenant on
Civil and Economic Rights (1966). Together these three documents form the centerpiece of a moral doctrine
that many consider to be capable of providing the contemporary geopolitical order with what amounts to
an international bill of rights.
Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to
change his religion or belief, and freedom, either alone or in community with others and in public or
private, to manifest his religion or belief in teaching, practice, worship and observance.
Universal Declaration of Human Rights – Art. 18
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any
kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin,
property, birth or other status. Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a person belongs, whether it be
independent, trust, non-self-governing or under any other limitation of sovereignty.
Universal Declaration of Human Rights – Art.2
USEFUL VOCABULARY
WORDS TRANSLATION
Discriminated Discriminado /a
Values Valores
Customs Costumes
Racial Racial
Ethnic Étnico /a
Symbols Simbolos
Issue Questão / assunto
Equality Igualdade
Feeling Sentiment
Pride / proud Orgulho / orgulhoso /a
Demand Exigir
Challenge Desafio
Offensive Ofensivo
Mainstream culture Cultura vigente
Diversity Diversidade
Allow Permitir
Democratic Democrático
Hostile Hostil
Friendship Amizade
Concept Conceito
Stereotype Estereótipo
Standards Padrões
Mix of cultures Mistura de culturas
Disparities Disparidades
Threaten Ameaçar
Ban Proibir / banir
Mosque Mesquite
Church Igreja
Policy Política
Similar Similar / semelhante
Enforce Compelir / fazer cumprir
Damage Estragon / prejuízo
Multicultural Multicultural
Law Lei
Tolerance / tolerant Tolerância / tolerante
Sophisticated Sofisticado
Capable of Capaz de
Exploit Explorer / tirar partido de
Troubles Problemas / sarilhos
Isolated Isolado
Peaceful Pacific
Excuse Desculpa
Neighbourhood Vizinhança
Role Papel / função
Perception Perceção
Provide Fornecer
Prejudice Preconceito
Faith Fé
Scorn Desdém
Holy Sagrado
Put up with Tolerar / aturar
Behavior Comportamento
Relationship Relacionamento
Current social problems Problemas sociais atuais
Accountability Responsabilidade
Burqa Burca
Stunning Assombroso / invulgar
Cohesion Coesão
Peoples Povos
Trampling Atropelo
Seek Procurer / buscar
Slavery Escravatura
Gender Género
Judgment Julgamento
Avoid Evitar
Prohibit Proibir
Oblige Obrigar
Impose Impor
Obey Obedecer
Employment Emprego
Segregation Segregação / separação
Disobey Desobedecer
Attach Vincular / unir
Choice Escolha
Choose Escolher
Speech Discurso
Read the following text and answer the questions.
FIGHTING FOR THE RIGHT TO BE BEAUTIFUL
In Iran, wearing make-up is punishable by torture, trousers are absolutely banned, even riding a bicycle is
considered immoral. However, 10 000 women refuse to accept these male laws. So they gave up their lives,
their families and are now in the Middle Eastern desert, training in all aspects of front line battle for the day
when they will liberate their homeland. A thirty-seven-year-old Iranian woman tells her experience as one of
the female combatants.
The night before Parvin Firhusan left she

stayed awake all night. She was looking at
her fourteen-month-old son thinking about
what sort of future he would have – would
he be humiliated because he did not have a
mother? Would she see him again?
It was not safe to take him with her because
of the permanent threat of attack to the
base. But she was decided, she had to go.
When it was time for her to leave, she
locked the front door for the last time, she
got in a taxi holding her son in her arms. She
instructed the driver to head for her mother-
in-law's house. She had asked her to baby-
sit. Of course, she didn't tell her she was going to join the Rebel forces, the National Liberation Army of Iran
(NLA). She used the pretext of visiting friends.
This was not her only sacrifice. Her husband volunteered to join the army too. In the NLA the women know
celibacy is inevitable. She knew she would have to divorce and this would be a very difficult choice because
she loved her husband.
However she couldn't stand living any more in a country under martial law. There was no future for her. She
had already spent her youth in prison because when she was eighteen and a member of the movement
opposing the Ayatollah, she was condemned to nine years for distributing leaflets. She was tortured and
saw many people slaughtered.
A woman was even taken just because she used nail varnish. The Guard locked her in a dark room and put
her hands in two sacks full of cockroaches.
Parvin's story is a testament to the personal sacrifices each woman has made in joining the rebel army. They
say, trying to control their sadness, "We are fighting for our daughters' freedom."
Source: Marie Claire, May, 1999
(abridged and adapted)
WORDS
banned - forbidden
threat - intention to punish or hurt
celibacy - a life without sexual relations
slaughtered - killed, massacred
cockroaches -large, dark-brown insects
EXPRESSIONS
head for - take the direction of, go to
Answer the following questions about the text:
1. Do Iranian women have the same rights as other women? Explain.

________________________________________________________________________________________
________________________________________________________________________________________
2. Did Parvin Firhusan accept Iranian law? Justify.
________________________________________________________________________________________
________________________________________________________________________________________
3. Was this an easy decision? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
4. In your opinion, is celibacy inevitable for these rebellious women? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
5. What made Parvin join this rebel army?
_____________________________________________________________________________
_____________________________________________________________________________
6. Is Parvin the only woman to make sacrifices? Explain.
_____________________________________________________________________________
____________________________________________________________________________
MULTICULTURALISM
1. Sources of Harmony and Conflict
Living in a multicultural community was never easy. There are many aspects
that keep people closer like language, race, culture, religion or myths; the
same aspects, however, can be sources of conflict when extremism,
antagonism or even beliefs are at stake. What brings people together may
also lead to extreme situations of conflict, war or hate.
In modern societies, be it in Europe or America, full integration becomes extremely difficult - especially
when people suffer discrimination for religious, racist, cultural or sexist reasons. All too often in the name of
integration minorities are required to deny their entire way of life and conform to the majority culture. They
are told to fit into a society that may be openly hostile to them. If we are to talk of integration we must
recognize that the problem is created and maintained by the privileged. The challenge then is to make the
effort to understand how it affects people across the divides of coloUr, culture, language and religion.
Every society has its tradition, beliefs and myths; those who defy the old system are often treated as
outsiders. American Indians were gradually chased and
slaughtered as white men went west. Finally they were forced
to live in reservations where they could hardly survive. Black
people have suffered the stigmas of colour and they have often
expressed their anger through crime, hate or prejudice; Jews
have been persecuted for religious reasons and theirs has been
a constant struggle to retain their own culture and religion.
Mexicans have had difficulty in integrating into American
society although they are now one of the most colourful
ethnical group there.
In the American system competition and conflict among ethnic
groups has never been eradicated. Intergroup frictions have
existed from the beginning. In politics, housing, religion,
education, unionism and business, ethnic groups in the past
have struggled to obtain more power or to preserve the power they had - and they still do today.
A.
1. What factors may lead societies to extreme situations of conflict?
2. Why do some minorities keep on struggling for their traditions and beliefs?
3. How do the most powerful groups try to impose their laws?
2. Race
The causes of race conflict are complex and

cannot be reduced to a single factor. Its rise
and fall are often linked with real conflicts of
interest and competition for scarce
resources.
It has commonly accompanied slavery,
colonialism and other forms of exploitation
and inequality In other cases relatively
powerless groups that have felt threatened
by social and economic instability have
blamed other powerless groups for their
predicament. The insecure white working
class and lower middle class of industrial
societies have often expressed racist
attitudes toward defenseless minorities,
such as blacks in the United Sates or Commonwealth immigrants in Great Britain.
Rapid social change often fosters discrimination. Examples are the sudden immigration of highly visible
groups of foreigners, quick changes in the ethnic composition of a neighbourhood or the threat of political
change brought on by a nationalist movement. Racism, in short, is frequently an irrational reaction to a real
or perceived threat to the status quo.
No one considers himself personally to be prejudiced.
But prejudice is about much more than personalities; it is about privilege. All our social structures are built
around competition rather than co-operation. Discrimination is a consequence of dominant groups trying to
keep their privileges at the expense of all others.
People must fight against any kind of discrimination not only on the streets but also involving themselves in
political action, reporting in the papers we read, protesting against culturally insensitive education, helping
to improve the atmosphere at our workplace, supporting local campaigns against racial injustice.
B.
1. Name the main causes of racism and discrimination.
2. Do people easily admit they are racist? Why?
3. What can one do to prevent demonstrations of hate and racism?
3. Language
Language is one of the most difficult barriers to full

integration. The older generations of immigrants have
often felt that so deeply that they made their children
learn the native language of the country they were living
in, even if this meant forgetting the language of their
ancestors.
Using the same language links people from different
worlds or races and it should be an element of union
rather than of conflict.
C.
1. Older and younger generations show different

approaches towards learning a new language. How do you
account for that?
2. Some national languages play an important role. Give

some examples.
Ethnical cultures, however, where the language is an essential linking feature and plays an important role -
like Welsh or Gaelic or Spanish for example - may become very intolerant towards language unification.
4. Religious Groups Within The Community
Religion has a social aspect that leads

its adherents to form a community,
which may be more or less tightly
organized.
In earlier times the religious
community could scarcely be
distinguished from the community at
large; all professed the same faith,
and the ruler was both a political and
a religious leader. In the course of
time, however, religious and civil
societies have become distinct and
may come into conflict.
In modern states - the United States,
for example, a plurality of creeds
coexist peacefully within a single
political entity.
Each religious community has its
organized structure.
The US is a nation which was, in
effect, religiously pluralistic before it
became politically pluralistic.
Americans early had to learn a
sufficient amount of tolerance for religious diversity merely to survive. It was necessary
only to expand that tolerance when the new immigrant groups arrived on the scene
with their own peculiar kinds of religious difference. The American ideal that all men
are created equal forced society to tolerate religious and ethnic diversity Under such
circumstances it was possible for members of an ethnic group to continue and develop
an ideology that could be Irish, German, Polish, or Jewish.
Sources: America in Close-Up;

We Americans;
A Nation of Nations;
Time
D.
1. What is the prevailing attitude towards the various religions and beliefs inside a
community?
2. The USA are proud of their religious tolerance. Explain why.

Read the following text and do the exercises:
'Islam insult' woman facing death
A Pakistani Christian woman condemned to

death for blasphemy against Islam, has
tearfully pleaded her innocence and asked
that her life be spared.
The case of Asia Bibi, 45, has drawn appeals
from Pope Benedict XVI and human rights
groups to free her. She was sentenced to
death earlier this month and has been in
prison for the last 18 months.
Mrs Bibi has appeared in a televised
interview at her prison, protesting her
innocence to reporters and maintaining the
case stemmed from a personal dispute.
"It was just the outcome of a rivalry. I would never even think of blasphemy," she said
weeping. "I have small children. For God's sake, please set me free."
The verdict has drawn attention to Pakistan's blasphemy laws, which critics say are
used to persecute Christian and other minorities and fan extremism. They are also
often exploited to settle personal grudges.
Shahbaz Bhatti, Pakistan's minister for minority affairs, said that President Asif Ali
Zardari has asked for a report on the case.
"The president has taken notice of this case ... he is concerned on this issue," Mr Bhatti
said, adding that Zardari has the power to pardon her even ahead of the court appeal.
Her husband said Mrs Bibi's original spat was in June 2009 with a group of Muslim
women who refused to drink from the same water bowl as a Christian when they were
picking fruit in an orchard in their village of Attian Wali, west of Lahore in Punjab
province.
After Mrs Bibi argued with them, the women told the local imam that Mrs Bibi had
insulted the Prophet Mohammed. The imam told the police and she was arrested. A
local court sentenced her to death on November 8.
Dozens of Pakistanis - many of them Christians - are sentenced to death each year for
blasphemy. Most cases are thrown out by higher courts and no executions have been
carried out, Mr Bhatti said, but the law is being examined to prevent what he said is
widespread abuse by religious extremists and opportunists.
In Daily Mirror
Find opposites:
Absolved: _______________________________
Life: _______________________________
Guilt: _______________________________
Majority: _______________________________
Answered: _______________________________
Accepted: _______________________________
Lower: _______________________________
Find synonyms:
Liberate: _______________________________
Condemned: ___________________________
Jail: __________________________________
Dispute: ______________________________
Crying: _______________________________
Kids: _________________________________
Preoccupied :_____________________________
1)
”Besides rights and freedoms, there are also “duties”. Write the words “RIGHT”;
“DUTY” and “FREEDOM” after its meaning:
Something people should do because it is what is expected. - _____________________

Something people are entitled to and are allowed to. - _________________________
Something people can do because they are free to choose. -______________________
Women’s rights
Millions of women throughout the world live in

conditions of abject deprivation of, and attacks
against their fundamental human rights for no
reason than that they are women.
Abuses against women are relentless, systematic
and widely tolerated, if not explicitly condoned.
Violence and discrimination against women are
global social epidemics, notwithstanding the very
real progress of the international women’s rights
movement in identifying, raising awareness about,
and challenging impunity for women’s human
rights violations.
The Women’s Rights Division of Human Rights Watch fights against the
dehumanization and marginalization of women. We promote women’s equal rights
and human dignity. The realization of women’s equal rights is a global struggle based
on universal human rights and the rule of law. It requires all of us to unite in solidarity
to end traditions, practices and laws that harm women. It is a fight for freedom to be
fully and completely human and equal without apology or permission. Ultimately, the
struggle for women’s human rights must be about making women’s lives matter
everywhere all the time. In practice, this means taking action to stop discrimination
and violence against women.
http://ww.hrw.org/women
Equality now
Equality Now was founded in 1992 to work for the protection and promotion of the
human rights of women around the world. Working with the national human rights
organizations and individual activists, Equality Now documents violence and
discrimination against women and adds an international action overlay to support
their efforts to advance equality rights and defend individual women who are suffering
abuse. Through its Women’s Action Network, Equality Now distributes information
about these human rights violations to concerned groups and individuals around the
world, along with recommended actions for publicizing and protesting them. The
Women’s Action Network is committed to voicing a worldwide call for justice and
equality for women. Issues of urgent concern to Equality Now include rape, domestic
violence, reproductive rights, trafficking of women, female genital mutilation and
equal access to economic opportunity and political participation.
http://www.equalitynow.or
Feminist Majority Foundation Online
The Feminist Majority and the Feminist Majority Foundation are committed to
empowering women and winning equality through research, the sharing of
information of value to feminists everywhere and effective action. Our work is
supported by the generosity of tens of thousands of caring feminists – women and
men – all across the USA and around the world.
http://www.feminist.org
1 . Read the information above and then answer the following questions.
a) What have you learnt about women’s lives around the world?
b) Is there any department which protects the rights of women?
c) What is the aim of The Women’s Rights Division of Human Watch?
d) Why are women discriminated against?
e) What is the purpose of Equality Now?
f) Why is the movement important? (Mention at least three reasons).
g) What does the term feminism mean?
h) Is the movement The Feminist Majority supported by anyone? Explain.
E
Read the following text and to the tasks.
PERSECUTED FOR BEING WHITE
Feared and loathed by their own

community and rejected by whites. South
Africa’s black albinos inhabit a lonely no-
man’s land in the world’s most colour-
conscious nation.
Blondie, pinkie and monkie are just some
of the insults Nomasonto Mazibuko has
had to endure throughout her life.
Nomasonto suffers from albinism, a
congenital disorder in which there is an
absence of pigment in the skin. It affects
people of all ethnic groups, but in colour-
conscious South Africa, being born black
without black skin has forced people like Nomasonto to face superstition and
discrimination from blacks and whites alike.
Nomasonto was born in Soweto, the second youngest of ten children. Four of her
siblings had albinism, and much of her strength comes from the love and support she
received in her early childhood.
"People are ignorant," she says. "They don't know what causes albinism."
Nomasonto recently counselled the mother of an albino child. The other children at
school didn't want to play with her, touch her or sit next to her, because they thought
her condition was contagious. Nomasonto told the girl, "Life is like a garden - you get
red, pink, purple and white flowers." "People", she said, "are just the same".
But Nomasonto knows that fell-good metaphors aren't enough to beat discrimination.
When she attended the Primary school, life was a silent nightmare. Her family was
protective and loving, but at school she was teased and ostracized. To avoid her
tormentors, she varied her route to school each day.
Some years later Nomasonto was on her way to a meeting when she overheard a
colleague whisper, "Sssh... Here comes Pinkie." What hurts most, she says, is that her
colleagues knew she was University educated. "They weren't questioning my
intelligence skills or leadership," she says. "They were questioning my colour."
Source: Marie Claire, January 1999
WORDS
loathed - disliked very much
endure - undergo
absence -lack
overhear - hear what someone says when he is not talking to you and he doesn't know you're listening
EXPRESSIONS
no-man's land - the land of nowhere
feel-good - optimistic
ostracized - treated in an unfriendly way and not allowed to take part in other people's activities
A ) Translate the text.
B)
C)
 Answer the following questions about the text:
1. Why has Nomasonto always been discriminated?

_______________________________________________________________________
_______________________________________________________________________
2. What’s albinism?
_______________________________________________________________________
_______________________________________________________________________
3. Was she the only in her family who suffered from albinism? Justify your answer.
_______________________________________________________________________
_______________________________________________________________________
4. How did she cope with her problem?
_______________________________________________________________________
_______________________________________________________________________
5. What do you think she meant when she said “Life was a silent nightmare”?
_______________________________________________________________________
_______________________________________________________________________
6. What hurts her most: being questioned for her skill or for her colour? Justify your
answer.
_______________________________________________________________________
______________________________________________________________________
Listen to the song and answer the questions.
Everybody tells me, we love your songs

Your soul is precious, but it just ain’t good enough
You need a single to help you through
Program directors, they all make the rules
I said, you’re kidding, you’re putting me on
What about the constitution, freedom of expression
Listen to the music, just feel the sound
Love is the motion, that’s what makes the world go around.
Sing, songs of freedom

Bring joy to the world
Sing, songs of freedom
Bring joy to the world.
Everybody listen, stop and take some time

To understand the world situation
There is no meaning in fighting the way we do
Let’s come together and forgive each other.
Refrão
Santana
1. How would you define freedom?

2. Read the lyrics of the song and say what is it about?
3. Explain the meaning of the line “Love is the motion, that’s what makes the
world go around”.
Freedom of Religion
Because religious belief, or non-

belief, is such an important part of
every person’s life, freedom of
religion affects every individual.
Religious institutions that use
government power in support of
themselves and force their views on
persons of other faiths, or of no
faith, undermine all our civil rights.
Moreover, state support of an
established religion tends to make
the clergy unresponsive to their
own people, and leads to corruption
within religion itself. Erecting the “wall of separation between church and state”,
therefore, is absolutely essential in a free society.
www.en.wikipedia.org (adapted)
Freedom of Expression
One of the most fundamental of our freedoms

is that summarized by the First Amendment to
the US Constitution: freedom of expression.
Freedom of expression includes everything

listed in the First Amendment – freedom of
speech, freedom of the press, freedom of
religion, freedom of petition and freedom of
assembly. Unfortunately the founding fathers
couldn’t see into the future and so omitted an
equally important aspect of freedom of expression: freedom of communication in any
form, including broadcast and electronic.
www.freedomofexpression.com
After reading the information above, answer the questions.
1. What do you think of these freedoms?

2. Are they important to you?
3. In a short essay, comment on one of the extracts above.
4.
THE RIGHT TO BE DIFFERENT
Article 1.
 All human beings are born free and equal in dignity and rights. They are endowed
with reason and conscience and should act towards one another in a spirit of
brotherhood.
Article 2.
 Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion,
political or other opinion, national or social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a person
belongs, whether it be independent, trust, non-self-governing or under any other
limitation of sovereignty.
Article 13.
 (1) Everyone has the right to freedom of movement and residence within the
borders of each state.
 (2) Everyone has the right to leave any country, including his own, and to return to
his country
Article 15.
 (1) Everyone has the right to a nationality.

 (2) No one shall be arbitrarily deprived of his nationality nor denied the right to
change his nationality.
Article 18.
 Everyone has the right to freedom of thought, conscience and religion; this right
includes freedom to change his religion or belief, and freedom, either alone or in
community with others and in public or private, to manifest his religion or belief in
teaching, practice, worship and observance.
Article 19.
 Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart
information and ideas through any media and regardless of frontiers.
Work in pairs
1. From the articles presented, choose the one you think is the most
important. Justify your answer.
2. How important is the Universal Declaration of Human Rights?
3. How many articles does it have?
4. When was it proclaimed?
5. By whom was it adopted and proclaimed?
BIBLIOGRAFIA
Prime Time 1/2/3 Inglês, Margarida Vilela e Virgínia Barros, Porto Editora
Dictionary of English Language, Longman
Meanings 11º, Maria Raquel Barroso, Lisboa Editora
Filme Rabbit Proof Fence
Filme Ghandi
Música do Santana
WEBGRAFIA
Google.com
www.un.org/en/document
www.merriam.webster.com
www.dictionary.reference.com

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INSTITUTO DO EMPREGO E FORMAÇÃO PROFISSIONAL, IP

CENTRO DE EMPREGO E FORMAÇÃO PROFISSIONAL DE ENTRE DOURO E VOUGA

DEBATER OS DIREITOS E DEVERES DOS

OBJETIVOS GERAIS DO MANUAL

Guiar o estudo autónomo dos formandos.

OBJETIVOS ESPECÍFICOS DO MANUAL

Universal Declaration of Human Rights – Art.1

Universal Declaration of Human Rights – Art. 18

Universal Declaration of Human Rights – Art.2

Read the following text and answer the questions.

FIGHTING FOR THE RIGHT TO BE BEAUTIFUL

The night before Parvin Firhusan left she

Answer the following questions about the text:

1. Do Iranian women have the same rights as other women? Explain.

2. Did Parvin Firhusan accept Iranian law? Justify.

3. Was this an easy decision? Why?

4. In your opinion, is celibacy inevitable for these rebellious women? Explain.

5. What made Parvin join this rebel army?

6. Is Parvin the only woman to make sacrifices? Explain.

1. Sources of Harmony and Conflict

3. How do the most powerful groups try to impose their laws?

The causes of race conflict are complex and

1. Name the main causes of racism and discrimination.

2. Do people easily admit they are racist? Why?

3. What can one do to prevent demonstrations of hate and racism?

Language is one of the most difficult barriers to full

1. Older and younger generations show different

2. Some national languages play an important role. Give

4. Religious Groups Within The Community

Religion has a social aspect that leads

Sources: America in Close-Up;

2. The USA are proud of their religious tolerance. Explain why.

Read the following text and do the exercises:

'Islam insult' woman facing death

A Pakistani Christian woman condemned to

Something people should do because it is what is expected. - _____________________

Millions of women throughout the world live in

Feminist Majority Foundation Online

PERSECUTED FOR BEING WHITE

Feared and loathed by their own

A ) Translate the text.

1. Why has Nomasonto always been discriminated?

4. How did she cope with her problem?

Listen to the song and answer the questions.

Everybody tells me, we love your songs

Sing, songs of freedom

Everybody listen, stop and take some time

1. How would you define freedom?

Because religious belief, or non-

One of the most fundamental of our freedoms

Freedom of expression includes everything

After reading the information above, answer the questions.

1. What do you think of these freedoms?

THE RIGHT TO BE DIFFERENT

 (1) Everyone has the right to a nationality.

Dictionary of English Language, Longman

Meanings 11º, Maria Raquel Barroso, Lisboa Editora

Filme Rabbit Proof Fence

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