Nome

Data

Prova de Proficiência em Leitura em Língua Inglesa

Instruções:
- Tempo de prova: 3 horas.
- É permitido o uso de um dicionário bilíngue impresso.
- As respostas dissertativas devem ser redigidas em Língua Portuguesa.
- Não é permitido o uso de telefones celulares durante o período de prova.

Questões

Early Experiences Matter: A Relationships-Based Curriculum for the Birth-to-

Three Age Group
(fonte: Education as Change Volume 21 | Number 1 | 2017 | pp. 174–192 www.educationaschange.co.za )

The paper discusses some research findings in Singapore that investigated if a

relationships-based curriculum extended the active involvement of the infants,
toddlers, and young children (up to the age of three) in their learning. Using a
relationships-based curriculum, a study conducted over a year involved the use
of a well-tested, traditional before-and-after methodology to find out if any
change had occurred in the phenomenon under study between two points in
time. A sample of 58 infants, toddlers and young children (up to the age of
three) in an experimental cohort and 59 of comparable ages in a control cohort,
were measured using the Laevers’ Active Involvement scale before and after a
curriculum intervention. The results showed that there was a statistically
significant improvement in the active involvement of the children in the
experimental cohort as compared to no improvement in the control cohort. It is
proposed that the relationships-based approach has the potential to raise the
quality of curriculum and could be considered for application in child care
centres in other countries.

Keywords
Early experience Early childhood curriculum Child care Active involvement 

Leia o abstract e explique:

1.Qual foi o objetivo da pesquisa?
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2. Como foi conduzida a pesquisa?

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3. Quais foram os resultados?

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Leia a resenha crítica abaixo e responda às questões 4 e 5.

How should schools educate for democracy? This is the question that Joel
Westheimer grapples with in What Kind of Citizen? Educating Our Children for
the Common Good. He argues that the purpose of schooling in democratic
societies like the United States must prioritise the education of democratic
citizens who are able to base their social participation on critical thinking. While
Westheimer’s research on the practice and politics of educating for democracy,
social justice education, and service learning in the early 2000s is already well
known among many education scholars, this accessible volume introduces his
research and conclusions to a new group of readers, with a special focus on the
concerns of teachers.
( Fonte: Teachers College Press. 2015. pp. 121 ISBN: 0807756350)

4. O assunto principal do livro What Kind of Citizen? Educating Our Children for
the Common Good é:
a. justiça social
b. acessibilidade da educação
c. educação para democracia
d. democracia na educação

5. O livro foi redigido, em especial, para:

a. alunos
b. docentes
c. pesquisadores
d. políticos

6. Qual a pergunta de pesquisa/estudo?

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7. De acordo com o texto abaixo, explique os 4 métodos de ensino para a

criança surda:
There are currently four main approaches to teaching children who are hearing
impaired: 1) visual methods such as Sign Language (Lim & Simser, 2005); 2)
Total Communication, which combines approaches that emphasize lip-reading,
speech, natural gestures and a manually coded Sign System which has no
written form (Akçamete, 2005); 3) Auditory based methods such as Auditory-
Oral approaches where children are educated within a school with other deaf
children with an emphasis on auditory teaching and group instruction sessions
(Akçamete, 2005); and 4) the Auditory-Verbal approaches which utilise listening
as a primary modality for the development of spoken language (Girgin &
Karasu, 2007).
(Fonte: www.oapub.org/edu)
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8. Escreva, em português, o abstract abaixo:

Abstract
Paulo Freire was a Brazilian educator, and was seen as a theorist of critical
pedagogy. Freire’s works have a particular significance for contemporary
education in different countries. This paper aims to rethink Freire’s dialogic
pedagogy, and further illuminate its implications for teachers’ teaching. In order
to do so, firstly, we explain the importance of Freire’s dialogic pedagogy.
Secondly, we explore the theory & practice of dialogue. Thirdly, this study
explains that the dialogue between teachers and students is a way of promoting
critical consciousness. Finally, we explore dialogic pedagogy, and illuminate its
implications for teachers’ teaching.
Keywords: critical consciousness, dialogic pedagogy, Paulo Freire
(Fonte: Journal of Education and Learning; Vol. 7, No. 4; 2018)

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