Voices Plus 1 LP PNLD 2018 - PDFCOFFEE.COM (2025)

ROGÉRIO TILIO Organizador

ENSINO MÉDIO

VOICES

PLUS

MANUAL DO PROFESSOR

Componente curricular:

Língua Estrangeira Moderna

INGLÊS

VOICES

L P US

ROGÉRIO TILIO (Organizador) Doutor em Letras pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio). Mestre em Interdisciplinar de Linguística Aplicada (Interação e Discurso) pela Universidade Federal do Rio de Janeiro (UFRJ). Bacharel em Ciências Econômicas pela Universidade do Estado do Rio de Janeiro (UERJ). Professor de Língua Inglesa e Linguística Aplicada na UFRJ.

ENSINO MÉDIO

MANUAL DO PROFESSOR Componente curricular: Língua Estrangeira Moderna — INGLÊS

1a EDIÇÃO SÃO PAULO, 2016

Elaboração de originais Rogério Tilio Doutor em Letras pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio). Mestre em Interdisciplinar de Linguística Aplicada (Interação e Discurso) pela Universidade Federal do Rio de Janeiro (UFRJ). Bacharel em Ciências Econômicas pela Universidade do Estado do Rio de Janeiro (UERJ). Professor de Língua Inglesa e Linguística Aplicada na UFRJ. Doris Soares Doutora em Letras pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio). Mestra em Interdisciplinar de Linguística Aplicada pela Universidade Federal do Rio de Janeiro (UFRJ). Bacharela e licenciada em Letras pela Universidade do Estado do Rio de Janeiro (UERJ). Professora de língua inglesa e coordenadora na Escola Naval (RJ). Autora de livro para docentes de Letras. Giuliana Gramani Mestra em Letras pela Universidade de São Paulo (USP). Bacharela e licenciada em Letras pela USP. Editora. Marcel Alvaro de Amorim Mestre em Linguística Aplicada pela Universidade Federal do Rio de Janeiro (UFRJ). Licenciado em Letras pelo Centro Universitário de Barra Mansa (UBM). Professor e tutor de língua inglesa do curso de Letras (Inglês) a distância da Universidade Federal de Lavras (UFLA). Marcelo Santos Mestre em Linguística Aplicada pela Universidade de Brasília (UnB). Licenciado em Letras pela Universidade Paulista (Unip). Professor de língua inglesa.

Direção editorial de Idiomas: Sandra Possas Edição executiva de inglês: Izaura Valverde Gerência de design e produção gráfica: Christiane Borin Coordenação de arte: Raquel Buim Edição de texto: Henrique Zanardi Assistência editorial: Mariana Muller Cascadan, Sheila Saad Preparação de texto: Roberta Moratto Risther, Sheila Saad Revisão: Amanda de Lima Lassak, Ana Curci, Angélica Beatriz Halcsik, Carolina Waideman, Flora Vaz Manzione, Gloria Cunha, Juliana Sant’Ana Cavalcanti de Queiroz, Katia Gouveia Vitale, Lívia Mantovani, Natasha Montanari, Raura Ikeda, Rhiannon Sarah Ball, Roberta Moratto Risther, Sheila Saad, Tássia Carvalho, Vivian Cristina de Souza Áudio: Spectrum Estúdio Projeto gráfico: Raquel Buim Edição de arte: Amanda Savoini, Igor Aoki Editoração eletrônica: APIS design integrado Capa: Mônica Oldrine Pesquisa iconográfica: Marcia Sato, Sara Alencar Coordenação de bureau: Américo Jesus Tratamento de imagens: Denise Feitoza Maciel, Marina M. Buzzinaro, Rubens M. Rodrigues Pré-impressão: Alexandre Petreca, Everton L. de Oliveira, Fabio N. Precendo, Hélio P. de Souza Filho, Marcio H. Kamoto, Vitória Sousa Coordenação de produção industrial: Viviane Pavani Impressão e acabamento:

Mariana Monteiro Bacharela em Letras pela Universidade Federal do Rio de Janeiro (UFRJ). Professora de língua inglesa e de língua portuguesa para estrangeiros. Marina Meira Bacharela e licenciada em Letras pela Universidade Federal do Rio de Janeiro (UFRJ). Professora de língua inglesa. Nathália Horvath Bacharela e licenciada em Letras pela Universidade de São Paulo (USP). Professora de língua inglesa. Editora.

Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil) Voices plus / Rogério Tilio (organizador). -1. ed. -- São Paulo : Richmond, 2016. “Componente curricular: Língua estrangeira moderna - inglês” Obra em 3 v. Bibliografia. 1. Inglês (Ensino médio) I. Tilio, Rogério.

16-01426

CDD-420.7 Índices para catálogo sistemático: 1. Inglês : Ensino médio 420.7

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998. Todos os direitos reservados. RICHMOND EDUCAÇÃO LTDA. Rua Padre Adelino, 758 – sala 3 – Quarta Parada São Paulo – SP – Brasil – CEP 03303-904 Vendas e atendimento: Tel. (0_ _11) 2602-5510 www.richmond.com.br 2016 Impresso no Brasil 1 3 5 7 9 10 8 6 4 2

Caro/a estudante,

Você vive um momento importante em sua vida, já que, como estudante do Ensino Médio, não somente tem que lidar com as obrigações escolares, mas também vivenciar as exigências da sociedade para com o/a jovem: escolher como continuar os estudos, inserir-se no mercado de trabalho e participar ativamente de um mundo interconectado e em constante transformação. Pensando nisso, elaboramos uma coleção que pretende ajudá-lo/a a ser protagonista da sua própria história. Acreditamos que a aprendizagem de uma língua estrangeira — no caso, o inglês — pode ser relevante nesse sentido por permitir seu acesso a outras culturas, experiências e formas de pensar e agir no mundo, bem como interagir com ele. Por isso, empenhamo-nos em oferecer um conteúdo que possa dialogar com a sua realidade — sempre por meio de temáticas contemporâneas e relevantes, seja no campo das artes, das ciências ou das novas tecnologias — e esperamos que você contribua para esse diálogo, trazendo para a sala de aula outros textos e informações que possam enriquecer as discussões, extrapolando, assim, os muros da escola. Como você terá muitas possibilidades e desafios pela frente, esta coleção busca não apenas lhe proporcionar uma aprendizagem significativa da língua inglesa, mas também auxiliá-lo/a a aprofundar seus conhecimentos sobre si mesmo/a, a pensar seu lugar num mundo globalizado e plurilíngue e a refletir sobre seu futuro e o futuro da sociedade. Para isso, cada volume trabalha uma dessas temáticas, propiciando a discussão sobre diversos assuntos relacionados ao tema principal. Leia a seção “Saiba mais sobre seu livro” para conhecer mais sobre este volume e descobrir o eixo temático que será tratado nele. Convidamos você a explorar seu livro dentro e fora da sala de aula, seja por meio dos textos, do CD em áudio ou das sugestões de leitura. Aproveite esta experiência!

O organizador.

Saiba mais sobre seu livro TEMA

Identidades

Neste volume, você entrará em contato com temas relacionados à(s) sua(s) identidade(s). Você vai: refletir sobre os aspectos que constituem quem você é, falar sobre hábitos de saúde, pensar seu lugar na cultura brasileira e em um mundo multicultural e discutir sua relação com o outro.

CONTEXTUALIZATION

Esta seção introduz e contextualiza o tema que será tratado na unidade, possibilitando o desenvolvimento dos letramentos visual e crítico.

AUDIO LITERACY

Esta seção traz atividades que partem de textos orais (diálogos, apresentações, entrevistas, músicas etc.), trabalhando também o letramento crítico ao proporcionar momentos de reflexão sobre aquilo que é ouvido. Este ícone sinaliza em que faixa do CD em 1 áudio o texto da atividade está gravado.

ORAL LITERACY

As atividades desta seção propõem diferentes situações interacionais relacionadas ao eixo temático da unidade e visam auxiliar você a produzir textos orais compatíveis com suas necessidades de fala.

READING LITERACY

Nesta seção você entra em contato com atividades voltadas para o desenvolvimento de sua capacidade de leitura, interpretação e reflexão crítica.

LINGUISTIC LITERACY

A seção tem como objetivo apresentar vocabulário e trabalhar estruturas gramaticais, ambos relacionados ao eixo temático da unidade.

WRITING LITERACY

Com o objetivo de trabalhar a produção de textos que são ou podem vir a ser úteis para você, esta seção traz um passo a passo do processo de escrita, recuperando tipos de texto já trabalhados ou apresentando outros relacionados à temática da unidade.

No boxe com esta identidade visual, você encontra informações importantes para conhecer mais sobre algum assunto que foi apresentado na atividade.

Boxes com esta cor apresentam textos que são essenciais para a realização das atividades.

Useful language O boxe “Useful language” sugere palavras e expressões que podem ser usadas nas atividades de produção oral e escrita.

Tip No boxe “Tip”, você encontra dicas de aprendizagem da língua inglesa.

Interdisciplinarity

Este ícone indica que a seção apresenta assuntos relacionados às disciplinas presentes nas áreas de conhecimento indicadas. Trata-se de uma excelente oportunidade para você integrar o que foi exposto na seção ao que foi estudado em outras disciplinas, por meio de outros livros e outros/as professores/ professoras, bem como de materiais extraclasse relacionados àquelas áreas. Você pode, também, buscar essa interdisciplinaridade mesmo em seções em que o ícone não esteja presente.

Discuss Este boxe proporciona a reflexão e a discussão sobre assuntos tratados na unidade. É um momento importante para que você fale e seja ouvido/a, construindo conhecimento por meio da interação com os/as colegas.

Exploring further Este ícone sinaliza a possibilidade de letramento digital por meio de pesquisas e atividades online.

Este boxe sugere a ampliação dos conhecimentos construídos em sala de aula por meio de pesquisas extraclasse, as quais podem ter seus resultados compartilhados com seus/suas colegas.

CAREERS Nesta seção você encontra possibilidades de profissões e carreiras relacionadas à temática da unidade, além de ter a oportunidade de refletir sobre o mercado de trabalho da área em questão.

STUDY SKILLS

Esta seção tem o objetivo de apresentar estratégias de estudo que você pode utilizar no processo de aprendizagem da língua inglesa. 5

PROJECT

Antes de terminar cada unidade, você tem a oportunidade de colocar em prática, por meio de situações concretas de uso da linguagem, os conhecimentos construídos na unidade. O projeto, que visa contribuir para a consolidação da aprendizagem, é dividido em quatro fases e culminará com sua integralização ao final de cada livro.

REFLECTING ABOUT WHAT YOU HAVE LEARNED

No final de cada unidade, você tem um espaço para refletir sobre o que foi estudado, o que você aprendeu e a aplicação desses conhecimentos em seu dia a dia.

Exams Esta seção desenvolve e/ou aprofunda estratégias que possam auxiliar você na resolução de questões de exames de acesso ao Ensino Superior, sobretudo o Enem.

Language reference Esta seção apresenta uma sistematização dos conhecimentos gramaticais abordados no volume, facilitando seu estudo.

Glossary/Irregular verb list Estes recursos trazem a tradução (inglês-português) de palavras-chave do livro, bem como o passado e o particípio passado dos verbos irregulares constantes do volume. Eles podem ser úteis para que você busque significados de itens lexicais, favorecendo sua autonomia.

Transcript/Track list Nestas seções, você encontra a transcrição de todos os textos orais gravados no CD em áudio — com exceção dos que já estão presentes na própria unidade —, bem como uma listagem com o conteúdo de cada faixa da mídia. Você e o/a professor/a podem utilizá-las sempre que julgarem relevante e pertinente.

Sugestões culturais O volume termina com uma lista de sugestões de livros e/ou filmes que você pode utilizar para expandir seus conhecimentos em relação à temática de cada unidade, bem como aos materiais apresentados nela. 6

Contents

Unit Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............. 8

Contextualization How do you tell your story? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 10 Reading literacy

Autobiographies . . . . . . . . . . . . . . . . . . ............ 13

Linguistic literacy Constructing the idea of families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 16

Unit Body and mind.............................. . . . . . . . . . . . . . . . . . . . . . . . . . 46

Linguistic literacy

Food and nutrition . . . . . . . . . . . . . . . . . . . . 50

Linguistic literacy Expressing quantity: countable and uncountable nouns .... . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Linguistic literacy Expressing attributes, timeless events, facts and habits: the present simple . . . . ............ 19

Writing literacy Eating traditions and identity .................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Audio literacy

Linguistic literacy

I am what I am . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 21

Linguistic literacy Expressing present time: present simple and present progressive . . . . . . . . . . . . ............ 23 Reading literacy

Audio literacy

Are selfies self-portraits? . . ............ 28

Reading literacy Body image and advertising .............. . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Choosing a career . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 36

Study skills

Oral literacy Maturation, identity and health ........ . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Learning styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 41

Project Personal social media page — Phase 1: Writing your personal identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 44

Careers

Reflecting about what you have learned Body and mind ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Contextualization Culture, identity and cultural identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 95

Reading literacy The imagined idea of one national culture and identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 105 Linguistic literacy Expressing past time: narratives in the construction of cultural identities . . . . . . . . . . . . . . .......... 110 Oral literacy Conducting a survey: Brazilian cultural identities from within . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 116 Linguistic literacy Connecting past time to present time: the present perfect . . . . . . . . . . . . . . . . . . . . . . .......... 118 Writing literacy Writing a narrative essay about your cultural identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 123 Careers

Culture-related professions . . . . . . . . . . . . . . . .......... 126

Study skills

Reading strategies . . . . . . . . . . . . . . . . . . . . . . . .......... 130

Affixation and cognates . . . . . . . . . . . . . . . . . . . . . . . 90

Project Personal social media page — Phase 2: Writing a post on healthy lifestyle and personal identification ....................... . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Unit Cultural identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... 94

Audio literacy Race and ethnicity: deconstructing and reconstructing ideas . . . . . . . . . . .......... 100

Healthcare occupations .... . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Study skills

Reflecting about what you have learned Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 45

Linguistic literacy Types of culture and sense of cultural identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 97

Stress and health .... . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Oral literacy Beauty, identity and health ................ . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Writing literacy Writing life stories, constructing identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 33 Careers

Sports, identity and health . . . . . . 64

Linguistic literacy Expressing levels of obligation: modal auxiliaries .............. . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Oral literacy Who are you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ 32

Contextualization Mens sana in corpore sano ................. . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Unit Identity and difference .......... . . . . . . . . . . . . . . . . . . . . . . . 136

Contextualization Understanding identities ................... . . . . . . . . . . . . . . . . . . . . . . . . . 138 Linguistic literacy Types of prejudice ................................ . . . . . . . . . . . . . . . . . . . . . . . . 139 Audio literacy

Racial identity ........ . . . . . . . . . . . . . . . . . . . . . . . . . 141

Reading literacy Society and difference ........................ . . . . . . . . . . . . . . . . . . . . . . . . 144 Writing literacy Oral literacy

Writing a speech . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Delivering a speech ... . . . . . . . . . . . . . . . . . . . . . . . . 152

Linguistic literacy Expressing future time: future simple and future in present .. . . . . . . . . . . . . . . . . . . . . . . . . 154 Careers

Care work ............................ . . . . . . . . . . . . . . . . . . . . . . . . 156

Study skills

Multiple intelligences . . . . . . . . . . . . . . . . . . . . . . . . . 161

Project Personal social media page — Phase 3: Describing personal and cultural identity . . . . . . . . . . .......... 134

Project Personal social media page — Phase 4: Sharing and discussing issues on discrimination ....................................... . . . . . . . . . . . . . . . . . . . . . . . . 166

Reflecting about what you have learned Cultural identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 135

Reflecting about what you have learned Identity and difference ....................... . . . . . . . . . . . . . . . . . . . . . . . . 167

Project Personal social media page — Final phase: Setting up a personal social media page . . . . . . ................ 168

Irregular verb list .......................................... . . . . . . . . . . . . . . . . . . . . . . . 187 Transcript ...................................................... . . . . . . . . . . . . . . . . . . . . . . . . 189

Exams .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ 170

Track list ........................................................ . . . . . . . . . . . . . . . . . . . . . . . . 190

Language reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ 174

References ..................................................... . . . . . . . . . . . . . . . . . . . . . . . 191

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ 185

Sugestões culturais .................................... . . . . . . . . . . . . . . . . . . . . . . . . 192

Autobiography ile

a user prof

a fictional autobiography

Hugo Hamilton

HAMILTON, H. The Speckled People: A Memoir of a Half-Irish Childhood. New York: HarperCollins Publishers, 2003, p. 3.

a selfie

a self-portrait

Vincent van Gogh

a personal blog

an autobiography

Mahatma Gandhi

10 9

Self-Portrait with Bandaged Ear (1889), by Vincent van Gogh. Oil on canvas, 60.5 cm x 50 cm. The Courtauld Gallery, London, United Kingdom. a diary

Anne Frank

12 11

Professor/a, pode ser interessante estimular os/as estudantes a explorar os textos em linguagem verbal, não verbal e verbo-visual. Ressalta-se que as imagens de perfil de rede social, blogue e diário são apenas para reconhecimento do gênero e a leitura dos textos não é necessária.

a first-person poem

Frida Kahlo

a self-portrait

Langston Hughes

01_001_f_vem1_g

01_041_f_vem1_g

Self-Portrait as a Tehuana (1943), by Frida Kahlo. Oil on masonite, 76 cm x 61 cm. Collection of Jacques and Natasha Gelman, Mexico City, Mexico. Lady Gaga phical song

an autobiogra

Way sen Born This dy Gaga and Jeppe Laur

PHOTOS: 1- HARPER PERENNIAL/REPRODUCTION, 2, 8, 11 AND 13- REPRODUCTION, 3- MARCHELLO74/ ISTOCKPHOTO, 4- PIXELHEADPHOTO/ISTOCKPHOTO, 5- PRYKHODOV/ISTOCKPHOTO, 6- ELLEN DEGENERES/ TWITTER/GETTY IMAGES, 7- GALERIA COURTALDK, LONDRES, 9- ISTOCKPHOTO, 10- BEACON PRESS, 12- BANTAM, 14- © BANCO DE MÉXICO DIEGO RIVERA & FRIDA KAHLO MUSEUMS TRUST, MEXICO, D.F./ AUTVIS, BRASIL, 2016

ILA WU; ILL ART: PRISC

HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

EN USTRATION:

TTERSTOC ASOVA/SHU ATALIA_VL

by La Written

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CONTEXTUALIZATION

How do you tell your story?

Professor/a, sugestão de atividade complementar para esta unidade encontra-se no Guia Didático, página 218.

Ciências Humanas

Respostas pessoais. Professor/a, espera-se que os/as estudantes percebam que todas as imagens estão Linguagens Read the title of the unit, look at the pictures and discuss with relacionadas, pois representam diferentes formas de contar uma história de vida, um a partner: what do the pictures have in common? momento importante dela ou de se representar, seja por meio de um texto autobiográfico, como no caso da autobiografia de Gandhi, um diário, como o de Anne Frank, uma música autobiográfica, como a de Lady Gaga, um blog, um perfil de rede social, um autorretrato, como os de Frida Kahlo e Vincent van Gogh, ou uma selfie. Pode-se, ainda, narrar uma história de vida fictícia em prosa, como Hugo Hamilton fez com suas memórias de infância, ou em um poema, como o de Langston Hughes.

1 2

There are many ways to tell (or construct) your life stories. Look at the examples in the box Respostas pessoais. Professor/a, espera-se, neste primeiro and discuss with your partner what you think they mean. momento, que os/as estudantes utilizem seu conhecimento de mundo para identificar as diferenças na maneira de se narrar e se construir. Na atividade seguinte, eles/elas poderão confirmar suas respostas.

a diary

a fictional autobiography a selfie a user profile

a first-person poem a personal blog a self-portrait an autobiographical song an autobiography

These are definitions of the concepts presented in activity 2. Identify them using the words/ expressions from the box in the previous activity. Then compare these definitions to your answers in activity 2. Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

a “[…] signifies novels about a fictional character written as though the character were writing

their own autobiography, meaning that the character is the first-person narrator and that the a fictional novel addresses both internal and external experiences of the character. […]” autobiography b “[…] is a written account of the life of a person written by that person.” an autobiography c “[…] [concerns] real people and events in the life of the songwriter.”

an autobiographical song

d “[…] is a personal diary or journal that is published on the World Wide Web on a personal

website or a diary-hosting website.” a personal blog e “[…] is a self-portrait photograph, typically taken with a digital camera or camera phone held in

the hand or supported by a […] stick.” a selfie f

“[…] is a visual display of personal data associated with a specific user, or a customized desktop environment. [It] refers therefore to the explicit digital representation of a person’s identity.” a user profile

g “[…] is a representation of an artist that is drawn, painted, photographed, or sculpted by that artist.” a self-portrait

h “[…] is a record (originally in handwritten format) with discrete entries arranged by date reporting

1 Autobiography

“[…]: whenever the poet creates an ‘I’ in a text, he or she also creates a fictitious identity. One can add: we should see a two-way process between the author and the text. The poem is not only the representation of the author’s self, it is also a part of the poet’s constant identity creation. [It contributes] to constructing the poet’s own identity; in this way, [it] becomes a part of his or her personal history.” a first-person poem Excerpts from the texts available at ; ; ; ; ; ; ; RÁCZ, I. Philip Larkin’s Poetics: Theory and Practice of an English Post-War Poet. Leiden/Boston: Brill/Rodopi, 2015, p. 3. Accessed on December 8, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

GUSTAVO MORAES

on what has happened over the course of a day or other period. A personal diary may include a person’s experiences, and/or thoughts or feelings, including comment on current events outside the writer’s direct experience.” a diary

Look at the pictures on pages 8 and 9 again. Which ways of telling stories do they represent? Use the definitions in activity 3. Professor/a, as respostas desta atividade encontram-se nas páginas 8 e 9.

Read these quotes. Then discuss the questions in groups. Respostas pessoais. “It’s an odd idea for someone like me to keep a diary; not only because I have never done so before, but because it seems to me that neither I — nor for that matter anyone else — will be interested in the unbosomings of a thirteen-year-old school girl.” Anne Frank, German teenage girl “I paint myself because I am so often alone and because I am the subject I know best.” Frida Kahlo, Mexican painter “I keep a diary in order to enter the wonderful secrets of my life. If I didn’t write them

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down, I should probably forget all about them. […]” Cecily, The Importance of Being Earnest, by Oscar Wilde, Irish writer

“Painting is just another way of keeping a diary.” Pablo Picasso, Spanish painter “I don’t have a diary, I don’t write things into a diary. I imprint myself into the sky and when the sunlight shines brightly, I can stand under the sun’s rays and again, remember. And when the wind begins to blow, it blows the details over my face, and I remember everything I left in the sky and see new things being born. I am unwritten.” C. JoyBell C., American writer

GUSTAVO MORAES

everything I have imprinted of myself into the sky, I will begin to see again, feel

Available at ; ; ; ; . Accessed on December 9, 2015.

a What do they have in common? Professor/a, pode-se chamar a atenção dos/as estudantes para o fato de que todas as citações abordam a temática da autonarrativa ou da construção da própria identidade.

b Why do you think Picasso compares painting to writing a diary? Respostas pessoais. Professor/a, é importante destacar que a expressão de si pode se dar por diferentes meios além da escrita.

In your opinion, what elements can be considered important when telling your life story?

Read these excerpts. Who wrote them? Can you relate them to the people in the pictures on pages 8 and 9? Discuss with a partner and justify your choices.

Respostas pessoais. Professor/a, os/as estudantes podem citar diversos elementos, como nacionalidade, crenças, família e personalidade, entre outros.

b Your thoughts become your words,

being black, have been on

Your words become your actions,

Censorship for us begins at

Your habits become your values,

the color line.” Mahatma Gandhi

Langston Hughes

GUSTAVO MORAES

the blacklist all our lives.

Your actions become your habits, Your values become your destiny.”

“We Negro writers, just by

1 Autobiography

“Your beliefs become your thoughts,

“What am I in the eyes of most people — a nonentity, an eccentric, or an unpleasant person — somebody who has no position in society and will never have; in short, the lowest of the low. All right, then — even if that were absolutely true, then I should one day like to show by my work what such an eccentric, such a nobody, has in his heart. That is my ambition, based less on resentment than on love in spite of everything, based more on a feeling of serenity than on passion. Though I am often in the depths of misery, there is still calmness, pure harmony and music inside me. I see paintings or drawings in the poorest cottages, in the dirtiest corners. And my mind is driven towards these things with an irresistible momentum.”

Vincent van Gogh

“‘ [...] I want to write my [this-is-who-I-am] anthem’, but I don’t want it to be hidden in poetic wizardry and metaphors. I want it to be an attack, an assault on the issue because I think, especially in today’s music, everything gets kind of washy sometimes and the message gets

Lady Gaga

“There have been two great accidents in my life. One was the train, the other was Diego. Diego was by far the worst.”

Frida Kahlo

“Am I really as bad-mannered, headstrong, stubborn, pushy, stupid, lazy, etc., etc., as the van Daans say I am? No, of course not. I know I have my faults and shortcomings, but they blow them all out of proportion! If you only knew, Kitty, how I seethe when they scold and mock me. It won’t take long before I explode with pent-up rage.”

Anne Frank

“Maybe your country is only a place you make up in your own mind. Something you dream you meet and places you visit, full of books and films you’ve been to. I’m not afraid of being homesick and having no language to live in. I don’t have to be like anyone else. I’m walking on the wall and nobody can stop me.”

Hugo Hamilton

Available at ; ; ; ; ; FRANK, A. The Diary of a Young Girl: The Definitive Edition. Amsterdam: Bantam, 1997, p. 35; HAMILTON, H. The Speckled People: A Memoir of a Half-Irish Childhood. New York: HarperCollins Publishers, 2003, p. 3. Accessed on December 13, 2015.

Based on the pictures and texts, identify the element(s) present in each person’s life story. Use the words/expressions from the box to help you. Respostas possíveis.

1 Autobiography

beliefs family origin and nationality

gender and sexuality likes and passions personality race and ethnicity relationships

a Frida Kahlo

relationships

e Lady Gaga

b Anne Frank

personality, relationships

c Mahatma Gandhi d Hugo Hamilton 12

beliefs

family, origin and nationality, personality

personality, family, gender and sexuality, relationships

Vincent van Gogh

g Langston Hughes

likes and passions, personality likes and passions, origin and nationality, race and ethnicity

GUSTAVO MORAES

about and sing about. Maybe it’s not a place on the map at all, but just a story full of people

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hidden in the lyrical play.”

Read these sentences and say who, from the people in activity 8, they talk about. Mahatma Gandhi

was the main leader of the Indian independence movement from Britain and defended the importance of a nonviolent resistance.

Anne Frank

wrote a diary during the German occupation of the Netherlands in World War II describing daily life events, feelings and the period when she had to hide from the Nazis.

Frida Kahlo

was influenced by the Mexican Revolution, a movement against the dictatorship of Porfirio Díaz.

Hugo Hamilton

is from Ireland, a country where many people tried to resist the British dominance by continuing to speak the Irish language.

Vincent van Gogh

posed in the mirror many times because he did not have money to pay for models.

Langston Hughes

is part of the Harlem Renaissance, an artistic, cultural and social movement that took place in the United States in the beginning of the 20th century and stimulated a new black cultural identity.

Lady Gaga

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

founded the Born This Way Foundation, an organization that aims at empowering young people.

Information available at ; ; ; BLACKWELL, A. H.; HACKNEY, R. The Everything Irish History & Heritage Book: From Brian Boru and St. Patrick to Sinn Fein and the Troubles, All You Need to Know About the Emerald Isle. Massachusetts: Adams Media, 2004, p. 133; ; ; . Accessed on December 16, 2015.

Discuss

What do you think about keeping a record of your ideas, feelings and experiences? How would you tell your life story? Why? Do you identify with any of the people mentioned in this section? Why? Which of the ways from activity 2 would you use to tell your story? Are there others you would also like to use? How do you think narratives and identity are related?

Exploring further Did you find any of the people mentioned in this section interesting? Look for more information about them and share it with your classmates.

Before reading 1 2

Autobiographies Ciências Humanas Linguagens

What kind of information is usually found in autobiographies? Professor/a, o conteúdo de uma autobiografia pode ser diverso, incluindo, geralmente, informações pessoais, descrições de personalidade, gostos, medos, crenças e costumes, além de episódios específicos e relevantes da vida do autor. Look at the pictures in activity 4. Do you know those girls? What do you know about them? Respostas pessoais. Professor/a, mais informações sobre Malala Yousafzai e Taylor Swift encontram-se no Guia Didático, página 217.

1 Autobiography

READING LITERACY

You are going to read extracts from Malala Yousafzai’s and Taylor Swift’s autobiographies. Which of the following information do you expect to find in each of them?

Respostas pessoais. Professor/a, os/as estudantes poderão conferir suas respostas na atividade 4.

a origin of the name

g likes and dislikes

Taylor

Malala, Taylor

e favorite things

Taylor

h habits, customs or traditional practices

Malala

d hometown

Malala

Taylor

Malala, Taylor

pets

personality

Taylor Taylor

Reading 4

Scan the texts and check your answers to activity 3. Professor/a, as respostas para esta atividade encontram-se na atividade 3.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

c parents

an episode of her life

LITTLE, BROWN AND COMPANY/ REPRODUCTION

b age

Malala

1 A Daughter is Born

WHEN I WAS born, people in our village commiserated with my mother and nobody congratulated my

For most Pashtuns it’s a gloomy day when a daughter is born. My father’s cousin Jehan Sher Khan Yousafzai was one of the few who came to celebrate my birth and even gave a handsome gift of money. Yet, he brought with him a vast family tree of our clan, the Dalokhel Yousafzai, going right back to my greatgreat-grandfather and showing only the male line. My father, Ziauddin, is different from most Pashtun men. He took the tree, drew a line like a lollipop from his name and at the end of it he wrote, ‘Malala’. His cousin laughed in astonishment. My father didn’t care. He says he looked into my eyes after I was born and fell in love. He told people, ‘I know there is something different about this child.’ He even asked friends to throw dried fruits, sweets and coins into my cradle, something we usually only do for boys. I was named after Malalai of Maiwand, the greatest heroine of Afghanistan. Pashtuns are a proud people of many tribes split between Pakistan and Afghanistan. We live as we have for centuries by a code called Pashtunwali, which obliges us to give hospitality to all guests and in which the most important value is nang or honour. The worst thing that can happen to a Pashtun is loss of face. Shame is a very terrible thing for a Pashtun man. We have a saying ‘Without honour, the world counts for nothing.’ We fight and feud among ourselves so much that our word for cousin — tarbur — is the same as our word for enemy. But we always come together against outsiders who try to conquer our lands. All Pashtun children grow up with the story of how Malalai inspired the Afghan army to defeat the British in 1880 in one of the biggest battles of the Second Anglo-Afghan War.

YOUSAFZAI, M. I Am Malala: The Girl Who Stood up for Education and Was Shot by the Taliban. London: Little, Brown and Company, 2013, p. 13.

REPRODUCTION

1 Autobiography

father. I arrived at dawn as the last star blinked out. We Pashtuns see this as an auspicious sign. My father didn’t have any money for the hospital or for a midwife so a neighbour helped at my birth. My parents’ first child was stillborn but I popped out kicking and screaming. I was a girl in a land where rifles are fired in celebration of a son, while daughters are hidden away behind a curtain, their role in life simply to prepare food and give birth to children.

TAYLORSWIFTWEB.NET/REPRODUCTION

AUTOBIOGRAPHY

I’m easily excited, thrilled, scared, and shocked. I’m 24 now, but I never stopped jumping up and down when something wonderful happens. My biggest fear is getting bad news. Or, letting someone down. I really love showing people what I meant when I wrote a song, so my shows are very theatrical. I knock on wood constantly. I have a cat named Meredith. She’s named after my favorite character on Grey’s Anatomy, and she’s fantastic. I live in Nashville, a magical land where 99% of the people are friendly and courteous drivers who let you in and don’t honk at you. I go into a trance when I’m in an antique store. I don’t like it when something or someone turns out to be different than what you originally thought. Like when you’re shopping and you find a really cute dress, only to realize it’s actually a strange jumpsuit situation. But I mostly don’t like it when it happens with people. I love my friends and I’m always making new ones. I don’t really think you can ever stop making new friends or learning about as many new things as possible. I also don’t think you should ever take life so seriously that you forget to play. Music has taken me all over the world, but the fans are the reason it’s been so magical. I’m so blown away by how nice they are to me. It’s strange to feel so understood by such a large group of people, but I love it. For the last two years, I’ve been working on an album called Red. I called it that because of the tumultuous, crazy adventures in love and loss that it chronicles. In my mind, when you experience love that’s fast paced and out of control and mixes infatuation, jealousy, frustration, miscommunication, and all of those lovely emotions… In retrospect, it all looks red. Available at . Accessed on November 13, 2015.

Read the texts and discuss these questions with a partner.

Respostas possíveis: Malala’s text is an excerpt from her book, while Taylor’s autobiography was published in her website. The content of a book is usually more permanent than the content of a web page, which may be edited and changed more easily. The medium might also

a Where were the texts published and how might that influence the content they present? influence the length of the autobiographies, since the content of websites is expected to be shorter than that of books.

b Who might be the interlocutors of each text?

Respostas possíveis: Malala’s audience seems to be broader, comprising not only those who admire her, but also people who want to know more about her and who might or might not agree with her; on the other hand, Taylor Swift speaks directly to her fans in her text.

Read the texts again and decide if the statements are true or false.

a Malala’s excerpt presents a specific event in her life and develops elements related to that event. True b Malala’s excerpt narrates her birth and the choice of her name, two elements she considers important for her life story and identity.

True

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Hi, I’m Taylor. I love the number 13. I was born in December on a Christmas tree farm. I like imagining what life was like hundreds of years ago. I have blurry eyesight. My favorite thing in life is writing about life, specifically the parts of life concerning love. Because, as far as I’m concerned, love is absolutely everything.

c Taylor’s intention in her text is to show how her family is important in the constitution of her identity.

False

d Taylor’s text emphasizes her view of life, which is guided by love.

True

e Taylor’s text is similiar to a profile, presenting personal information, likes, dislikes and fears.

True

After reading 7

Think about your life. Are there any similarities to Malala’s or Taylor’s autobiographies?

Consider what you know about the two girls. In your opinion, how do their lives impact Respostas pessoais. Professor/a, os/as estudantes podem recorrer a seu conhecimento de mundo para ressaltar a coragem on society? e luta de Malala pelo direito das meninas ao estudo no Paquistão, assim como em outros países nos quais as mulheres não

Respostas pessoais.

têm direito à educação. Com relação a Taylor Swift, pode-se pensar em sua influência artística e musical na sociedade e no quanto sua imagem e suas ideias influenciam jovens garotas, em vista do destaque que ela recebe na mídia.

Discuss in groups: if you had to write your autobiography, would you prefer to focus on an important event that shaped your life story and identity or to write a profile with information pessoais. Professor/a, esta atividade busca ativar uma reflexão inicial sobre a you consider relevant? Justify it. Respostas narrativa que os/as estudantes deverão criar sobre si mesmos. Para tanto, é importante incentivá-los/as a pensar com que modos de se narrar eles/elas mais se identificam e por quais motivos.

Constructing the idea of families Ciências Humanas Linguagens

Scan an excerpt of Malala’s autobiography paying attention to the words in bold. What aspect of her life is she probably describing? Can you relate these words to their equivalent in your language?

“[…] I was a girl in a land where rifles are fired in celebration of a son, while daughters are hidden away behind a curtain, their role in life [is] simply to prepare food and give birth to children. For most Pashtuns it’s a gloomy day when a daughter is born. My father’s cousin Jehan Sher Khan Yousafzai was one of the few who came to celebrate my birth and even gave a handsome gift of money. Yet, he brought with him a vast family tree of our clan, the Dalokhel Yousafzai, going right back to my great-great-grandfather and showing only the male line. My father, Ziauddin, is different from most Pashtun men. He took the tree, drew a line like a lollipop from his name and at the end of it he wrote, ‘Malala’. His cousin laughed in astonishment. My father didn’t care. He says he looked into my eyes after I was born and fell in love. He told people, ‘I know there is something different about this child.’ He even asked friends to throw dried fruits, sweets and coins into my cradle, something we usually only do for boys.

1 Autobiography

[…] Two years after I was born my brother Khushal arrived. Like me he was born at home as we still could not afford the hospital, and he was named Khushal like my father’s school, after the Pashtun hero Khushal Khan Khattak, a warrior who was also a poet. My mother had been waiting for a son and could not hide her joy when he was born. To me he seemed very thin and small, like a reed that could snap in the wind, but he was the apple of her eye, her ladla. It seemed to me that his every wish was her command. […] My mother is very beautiful and my father adored her as if she were a fragile china vase, never laying a hand on her, unlike many of our men. Her name Tor Pekai means ‘raven tresses’ even though her hair is chestnut brown. My grandfather, Janser Khan, had been listening to Radio Afghanistan just before she was born and heard the name. […] 16

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LINGUISTIC LITERACY

She is describing her family and their relationship. Professor/a, sugere-se incentivar os/as estudantes a identificar as correlações entre os termos destacados no texto e seus equivalentes em português, a saber: son — filho; daughter — filha; father — pai; cousin — primo/a; great-great-grandfather — tataravô; brother — irmão; mother — mãe; grandfather — avô; uncle — tio; aunt — tia; grandmother — avó; great-grandmother — bisavó.

In our society marriages are usually arranged by families, but theirs was a love match. I could listen endlessly to the story of how they met. They came from neighbouring villages in a remote valley in the upper Swat called Shangla and would see each other when my father went to his uncle’s house to study, which was next door to that of my mother’s aunt. They glimpsed enough of each other to know they liked one another, but for us it is taboo to express such things. Instead he sent her poems she could not read. ‘I admired his mind,’ she says. ‘And me, her beauty,’ he laughs. […] My mother comes from a family of strong women as well as influential men. Her grandmother — my great-grandmother — was widowed when her children were young, and her eldest son Janser Khan was locked up because of a tribal feud with another family when he was only nine. To get him released she walked forty miles alone over mountains to appeal to a powerful cousin. I think my mother would do the same for us. […]”

Now read the excerpt. In your opinion, how important is the influence of Malala’s family região. Seu pai celebrou o nascimento de uma menina e a incluiu na árvore history to her life story and decisions? genealógica da família, a qual mostrava apenas homens; seus pais se casaram

por amor, ao contrário da maioria dos casamentos locais, que são arranjados; e sua bisavó, viúva em uma cultura em que a mulher não tem autonomia, lutou para resgatar o filho. Esses são alguns exemplos de como membros da família de Malala agiram de maneira corajosa e desafiadora em relação aos costumes locais.

Similarly to Malala, Frida Kahlo describes her family by representing them in a portrait. Look at it and read the caption. What calls your attention the most? Respostas pessoais. Professor/a, esta atividade visa apenas despertar o olhar artístico dos/as estudantes. Sugere-se incentivá-los/as a mencionar qualquer detalhe que lhes chamar a atenção na pintura, como a composição, as cores utilizadas, a expressão das pessoas retratadas etc.

Portrait of Frida’s Family (1954), by Frida Kahlo. Oil on masonite, 41 cm x 59 cm. Frida Kahlo Museum, Mexico City, Mexico.

1 Autobiography

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

YOUSAFZAI, M. I Am Malala: The Girl Who Stood up for Education and Was Shot by the Taliban. London: Little, Brown and Company, 2013, p. 13-17.

Respostas pessoais. Professor/a, considerando a personalidade forte e determinada de Malala e sua decisão de lutar para que garotas tenham acesso ao estudo, pode-se pensar que sua família influenciou seu posicionamento ao agir de maneira diferente dos costumes da

Look at the painting again and discuss with a partner.

Respostas possíveis: She organized her family in a family tree. It is possible to infer that the grandparents are on top, the parents are in the center and the children are placed from the oldest to the youngest. Professor/a, os/as estudantes poderão conferir suas respostas na próxima atividade.

a How does Frida organize her family in the painting? What can you infer about the people portrayed? b What else can you say about the way she portrayed her family?

Respostas pessoais. Professor/a, vários elementos podem ser apontados, como a divisão de cores entre as gerações anteriores e a geração de Frida, os rostos que não foram terminados, o feto ao lado da pintora e os rostos iluminados de seu pai e avô. Com base nesses elementos, pode-se pensar em possíveis interpretações para o quadro e propor Now read this text and check your answers to activity 4a. outras discussões em sala.

[The] painting is a family tree representation. On the top are her grandparents and in the center are her parents. In the bottom Frida stands at the center and her two sisters, Matilde and Adriana, stand right next to her. On her left side is her younger sister, Cristina. It is still a mystery who the three unfinished figures are. Some said two of them are Cristina’s children, Isolda and Antonio. But others stated they are Frida’s two half-sisters, Maria Luisa and Margarita, from her father’s previous marriage. Another small sketchy figure [is] not really identifiable, but [may be] Frida’s older brother, who survived only a few days after his birth. The fetus by Frida might be the [child] she lost due to miscarriage.” Available at . Accessed on December 11, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

Defining family is not an easy task. How do you define “family”? Discuss with a partner and then read the text. How similar are your ideas to the ones presented in it? Would you like to change Respostas pessoais. Professor/a, após a leitura do texto, pode ser interessante chamar a atenção dos/ anything in your definition? as estudantes para o fato de que a autora propõe uma nova definição do conceito de família em 2015 e THENEXTFAMILY.COM/REPRODUCTION

discutir até que ponto essa definição vem sendo incorporada por diferentes segmentos da sociedade.

1 Autobiography

“[…] Family portraits in America have transformed over the years from a stiff and formal painting over the fireplace to an old black and white photo in a wooden frame to today, a bright and colorful LCD photo on cell phone home screen and [social media] pages. And just as the portraits have changed over the years, so has the makeup of our families. 18

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“This painting was an unfinished work of Frida Kahlo. She started painting it in [the] 1940s and continued to work on it until she died in 1954. She [consistently worked] on this painting during her stay in hospital in 1950. After her older sister Matilde passed away in 1951, she stopped working on this one and started on another painting called Portrait of My Father.

Available at . Accessed on January 5, 2016. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Think about your definition of family and Malala’s and Frida’s portrayals of their families. Then discuss with your partner how you would like to portray your family. Justify your choices. Professor/a, embora a escrita e a pintura tenham sido apresentadas nesta seção, os/as estudantes podem ser encorajados/as a escolher outras maneiras de apresentar suas famílias, como a fotografia, a composição de uma música etc.

How do you think your family has influenced your life story and the decisions you make/ have made? Respostas pessoais.

LINGUISTIC LITERACY Professor/a, o uso do presente é sistematizado no “Language reference”, página 174. Sugere-se usar a seção a seu critério.

Expressing attributes, timeless events, facts and habits: the present simple Ciências Humanas

Linguagens Read these excerpts from different texts in this unit. Focus on the structures highlighted in yellow. Then, in your notebook, decide if the statements a-e are true or false and correct the false ones.

“When you’re small you’re like a piece of white paper with nothing written on it. My father writes down his name in Irish and my mother writes down her name in German and there’s a blank space left over for all the people outside who speak English. We’re special because we speak Irish and German and we like the smell of these new clothes.”

HAMILTON, H. The Speckled People: A Memoir of a Half-Irish Childhood. New York: HarperCollins Publishers, 2003, p. 3.

1 Autobiography

PRISCILA WU

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Many websites contest that a family is made up of two parents and children living under the same household. This definition does not fully reflect the diversity and complex intricacies of families in America today. Can someone not live in the same household and still be a part of your family[? Of] course! What if you have only one parent or no children, does that constitute a family? You bet it does! Unfortunately the U.S. Census Bureau has a limited definition of family as well. They define ‘family’ as consisting of two or more people related by birth, marriage, or adoption residing in the same housing unit. Therefore, the definition of family does not currently encompass the diversity of families in America today. It does not reflect the different colors of a family, the ages, the structure, or the sometimes oddly looking family tree. […] The modern-day family has an entirely new portrait from the ones just ten years ago. […] Many times the family unit evolves over the years to include new members. Today families look different, they might not live together all the time, and in many ways they came together in nontraditional ways. However, they still make a family. For 2015, I say we change the definition of ‘family’. Let’s define it as a close-knit unit of individuals joined together without distinction to race/ethnicity, biology, sexual orientation, age, generation, or presence in households, cemented through one common characteristic: love.”

“Am I really as bad-mannered, headstrong, stubborn, pushy, stupid, lazy, etc., etc., as the van Daans say I am?” FRANK, A. The Diary of a Young Girl: The Definitive Edition. Amsterdam: Bantam, 1997, p. 35.

HAMILTON, H. The Speckled People: A Memoir of a Half-Irish Childhood. New York: HarperCollins Publishers, 2003, p. 3.

“My father, Ziauddin, is different from most Pashtun men.”

“[…] I’m easily excited, thrilled, scared, and shocked. I’m 24 now, but I never stopped jumping up and down when something wonderful happens. My biggest fear is getting bad news. Or, letting someone down. I really love showing people what I meant when I wrote a song, so my shows are very theatrical. I knock on wood constantly. I have a cat named Meredith. She’s named after my favorite character on Grey’s Anatomy, and she’s fantastic. I live in Nashville, a magical land where 99% of the people are friendly and courteous drivers who let you in and don’t honk at you.”

YOUSAFZAI, M. I Am Malala: The Girl Who Stood up for Education and Was Shot by the Taliban. London: Little, Brown and Company, 2013, p. 13.

“Sometimes perhaps you don’t want to be a part of me.”

Available at . Accessed on November 13, 2015.

a All the sentences express attributes of their subject.

True

b All the structures have the verb to be as the main verb.

HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

True

c The verb to be in the present simple has the same form for all subjects.

False

The verb to be in the present simple has three different forms: am, is, are.

d The negative form of these sentences is composed by subject + no + verb to be.

False

The negative form of these sentences is composed by subject + verb to be + not.

e The interrogative form is indicated by the inversion of the verb to be and the subject.

True

Analyze the excerpts and write in your notebook the different forms of the verb to be for each subject. Respostas possíveis: you — are (you’re); we — are (we’re); I — am (I’m); your country/it/my biggest fear — is (it’s); my shows/

1 Autobiography

the people [they] — are (they’re); she — is (she’s); my father [he] — is (he’s).

Now let’s focus on the structures highlighted in pink. What do they express? Choose.

Professor/a, pode ser interessante ressaltar para os/as estudantes que a expressão timeless events refere-se a eventos atemporais, ou seja, que existem no presente mas que provavelmente também existiam no passado e continuarão a existir no futuro.

a Events that happened in the past.

b Timeless events, facts and habits. c Events in progress at the moment of speaking. 20

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

“Maybe your country is only a place you make up in your own mind. Something you dream about and sing about. Maybe it’s not a place on the map at all, but just a story full of people you meet and places you visit, full of books and films you’ve been to. I’m not afraid of being homesick and having no language to live in. I don’t have to be like anyone else.”

PRISCILA WU

“I guess being colored doesn’t make me not like the same things other folks like who are other races.”

In your notebook, divide the sentences highlighted in pink into two groups: affirmative and possíveis: Affirmative: my father writes down his name in Irish; my mother writes down her name in negative sentences. Respostas German; we speak Irish and German; we like the smell of these new clothes; I have a cat named Meredith; I live in Nashville. Negative: being colored doesn’t make me not like the same things; you don’t want to be a part of me.

Analyze the sentences highlighted in pink again and, in your notebook, match these halves to form sentences. The halves may be used more than once.

a When the subject is he, she or it (third person singular), b When the subject is I, you, we or they,

II, III

I, IV

I add the auxiliary verb do + not + verb in the base form (or don’t + verb in the base form) to form negative sentences.

II it is followed by a verb + -s, -es or -ies (in case the verb ends in y preceded by a consonant) in affirmative sentences.

III add the auxiliary verb does + not + verb in the base form (or doesn’t + verb in the base form) to IV it is followed by the verb in the base form in affirmative sentences.

Go back to the excerpts in activity 1 and discuss these questions in groups. Professor/a, espera-se que os/as estudantes percebam que, nos excertos apresentados, o personagem está constantemente se comparando com os pais e com as pessoas de fora de sua casa e questionando seu pertencimento à casa, a seu país e à sua língua.

a Does Hamilton’s character look for identification with other people or places?

É importante ressaltar que a construção da identidade se dá a partir da relação com o outro, seja por meio da identificação e do pertencimento a um grupo, seja do reconhecimento da diferença.

b Do Hamilton’s character and the speaker of Hughes’ poem have anything in common?

Professor/a, é possível que os/as estudantes percebam que ambos os excertos abordam a questão do pertencimento e da diferença.

c Does Taylor consider her behavior appropriate for her age? Why? Professor/a, com base no trecho “I’m 24

now, but I never stopped jumping up and down when something wonderful happens”, é possível inferir que a cantora, apesar de jovem, considera ter algumas atitudes infantis, embora essa informação não seja apresentada de maneira negativa.

In your notebook, copy this paragraph, completing it based on the questions in activity 6. do

In the interrogative form of the present simple, use the auxiliary (A) and the verb in the base form does when the subject is I, you, we or they. Use the auxiliary (B) and the verb in the base form when the subject is he, she or it.

PRISCILA WU

Write a short paragraph in your notebook describing yourself, your habits and any other facts you consider important. Respostas pessoais.

AUDIO LITERACY

I am what I am

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 217.

Linguagens

Before listening 1

You are going to listen to a song called “I Am What I Am”, written in 1983. What do you think pessoais. Professor/a, é importante que os/as estudantes relacionem o título da música ao tema da unidade, it is about? Respostas abordando a canção como uma maneira de narrar a identidade.

Use the verbs in the box in the appropriate form to complete the lyrics in activity 3. Some of them might be used more than once. Write the answers in your notebook. bang

be (not)

belong

deal

need

think

want (not) 21

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Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

form negative sentences.

Listening 2

1 – Introduction

Now listen to the song and check your answers.

I Am What I Am Written by Jerry Herman

am (A)

I am what I am my own special creation

Life’s not worth a damn Till you can shout out

So come take a look

I am what I am

Give me the hook

I am what I am

Or the ovation It’s my world

I am what I am

want

And it

to have a little pride in

(B)

’s not

My world

a place I have to hide in

(C)

Life’s not worth a damn Till you can say I am what I am I am what I am I

don’t want

praise

(D)

I don’t want pity bang

I (E)

my own drum think

it’s noise

Some (F)

I think it’s pretty And so what if I love each sparkle and each bangle? Why not try to see things from a different angle? Your life (G)

a sham

And what I I (K)

needs no excuses

(J)

deal

my own deck Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

That I

Sometimes the ace, sometimes the deuces It’s one life and there’s no return and no deposit One life, so it’s time to open up your closet Life

’s not

(L)

worth a damn

Till you can shout out I am what I am I am I am I am, I am, I am good I am, I am, I am strong I am, I am, I am worthy I am, I am, I

Till you can shout out

I am

I am what I am

I am

belong

(M)

I am I am what I am needs

(H)

no excuses

I deal my own deck

I am, I am, I am true

Sometimes the ace, sometimes the deuces

I am, I am somebody

’s

one life and there’s no return and no deposit

It (I)

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I am, I am, I am useful

One life, so it’s time to open up your closet

I am as good as you Yes, I

(N)

After listening 4

Respostas pessoais. Professor/a, espera-se que os/as estudantes percebam a relação entre a letra da canção e o movimento do orgulho gay, que ganhou força no final da década de 1970 e início da década de 1980. Ademais, a canção tem o mérito de reforçar o direito às identidades, sejam elas quais forem.

Why do you think “I Am What I Am” was an important song for its time?

AMANDA SAVOINI

And what I am

“‘I Am What I Am’ is a song originally introduced in the Tony Award-winning Broadway musical La Cage aux Folles (1983-1987). […] The song was composed in 1983 by Jerry Herman, an openly gay man. […] The song was later released as a single by disco diva Gloria Gaynor in 1983 and went on to become one of the singer’s best known songs. A club hit in America, Gaynor’s version of ‘I Am What I Am’ was a hit throughout Europe and eventually became a gay anthem. […]” Available at . Accessed on January 6, 2016. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Listen to the song “Minha tribo sou eu”. What does it tell you? Respostas pessoais. Professor/a, espera-se

que os/as estudantes percebam que o eu lírico da música procura se distanciar de rótulos e classificações, pertencendo a um único grupo composto por ele mesmo, ou seja, livre de padrões impostos.

Minha tribo sou eu Written by Zeca Baleiro

Eu não sou cristão Eu não sou ateu Não sou europeu

Não sou do samba nem sou do rock

Eu não sou negão

Minha tribo sou eu

Eu não sou judeu

Não sou maluco nem sou careta

Não sou do samba nem sou do rock

Minha tribo sou eu

Não sou hippie nem sou hype Minha tribo sou eu

Eu não sou playboy

Não sou clubber não sou rapper

Eu não sou plebeu

Minha tribo sou eu

Não sou hippie, hype, skinhead

Não sou nazi nem skinhead

Nazi, fariseu

Minha tribo sou eu

A Terra se move

Não sou nerd não sou Gandhi

Falou Galileu

Minha tribo sou eu

Não sou maluco nem sou careta

Não sou punk nem pós-punk

Minha tribo sou eu

Ai ai ai ai ai Ié ié ié ié ié Pobre de quem não é cacique

Não sou maurício não sou fashion 2x

Minha tribo sou eu

AMANDA SAVOINI

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Não sou japa, não sou chicano

Nem nunca vai ser pajé

Compare the songs “Born This Way” (on page 9), “I Am What I Am” and “Minha tribo sou eu”. Respostas possíveis: Todas essas canções Can you find any similarities and differences between them? buscam a afirmação da identidade do eu lírico, Discuss

embora de maneiras diferentes. “Born This Way” e “I Am What I Am” parecem enfatizar a aceitação pelo eu lírico de quem ele/ela é, independentemente de suas particularidades; já “Minha tribo sou eu” busca uma ruptura com rótulos, diferentemente do que apresenta “Born This Way”, que, ao enumerar diversas identidades raciais, culturais e de sexualidade, transmite uma ideia de inclusão e mescla desses diferentes rótulos.

How can songs tell life stories?

LINGUISTIC LITERACY

1 Autobiography

How would you define yourself? Are you OK with labels or do you reject them?

Expressing present time: present simple and present progressive

Professor/a, a diferenciação entre os tempos verbais present simple e present progressive é sistematizada no “Language reference”, página 176. Sugere-se usar a seção a seu critério.

What is the difference between an autobiography and a biography?

Professor/a, enquanto a autobiografia é a história de vida de uma pessoa contada por ela mesma, a biografia é um relato sobre a vida de outra pessoa. Embora haja diferença entre elas, pode ser interessante discutir com os/as estudantes que ambas as formas de narrar são maneiras de construir identidades, seja a própria ou a de outra pessoa.

ARIEL SKELLEY/BLEN

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

MISTURAURBANA.COM/REPRODUCTION

Available at . Accessed on March 10, 2016.

MISTURAURBANA.COM/REPRODUCTION

Available at . Accessed on September 10, 2015.

1 Autobiography

MISTURAURBANA.COM/REPRODUCTION

Available at . Accessed on September 10, 2015.

Available at .

AGEISMORE.COM /REPRODUCTION

Look at these web pages and answer the questions in your notebook.

D/GLOW IMAGES

a What is the name of the website?

Age Is More.

pessoais. Professor/a, espera-se que os/as estudantes percebam que o site b What do you think it promotes? Respostas procura compartilhar histórias de vida relacionadas ao envelhecimento/amadurecimento.

c What is the title of each story? What are they probably about?

“Seven-Day Wonder”, “Bubble of Happiness” and “Age is just a number”. Respostas pessoais.

d Do you think the stories will focus more on each person’s present, past or future? Why? Respostas pessoais.

Work in groups of three. Choose one of the stories to read and check the predictions you made in activity 2.

“Seven-Day Wonder

If it’s Monday, you’ll find Joan Mactavish in her bridge game. Tuesday is her study group. On Wednesday, she bowls. Thursday is shopping day. Friday, she has her singing group. Saturday, she takes a computer lesson. Sunday is for church. And those are just her regularly scheduled activities. ‘It’s good to have groups that stimulate you in different directions,’ she says. That has never been a problem for Joan, 92, a resident of the Don Mills Seniors Apartments in Toronto. The mother of three, grandmother of seven, and great-grandmother of one has been a teacher, an author, a leading volunteer, and a driving force in services for the deaf-blind. […] She says that during her years of work and volunteering, she never thought of what it would be like to get older. ‘I was too busy with all the commitments I had to meet,’ she says. Now she just has different commitments. While Joan is long retired, she still has an important job. In fact, it’s her secret to successful aging. ‘You have to work,’ she says, ‘at staying active.’” Available at . Accessed on September 9, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Text 2

“Bubble of Happiness

My mother Gladys just turned 86, and she’s admired by all for her energy, positivity, good humour, and wise advice. Mom is well-connected. […] She always carries her cell phone, and manages all remotes and electronics in the house to perfection. The one technology she doesn’t use is a calculator. For her home finances, she does the math either in her head or old school with pencil and paper. Food and family are always important to her. She cooks typical Peruvian dishes with her special seasoning, and makes the best pudding rice in the world! For birthdays, everyone in the family receives some woven piece knitted with love with her delicate and artistic hands. Mom is always on the go, attending lunches, teas, and family celebrations. Recently one of her younger sisters was in the hospital. It was Mom who put together the entire family to help my aunt with medical expenses, nursing and medicine. Almost 20 years ago, Mom survived a bout of cancer, but she doesn’t have any major medical conditions at the moment. Her family doctor congratulates her for doing great. She cares very well for her appearance, and always looks radiant. We believe that her secret is to live always in her dream bubble of happiness.” Available at . Accessed on September 10, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

1 Autobiography

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Text 1

ARTS: PRISCILA WU

Text 3

“Age is just a number

[…] Marion, 82, has lived in several places in southwestern Ontario, as well as Calgary. She moved into Revera’s Windermere on the Mount retirement residence in London nearly three years ago. She says, ‘It’s the best decision I ever made.’ The grandmother of six has a full schedule, including playing bridge regularly, meeting friends at Windermere and elsewhere, going to the Centre on Activity and Aging three times a week (for cardio and weight training, aerobics, stretching, flexibility), and enjoying theatre (War Horse was a recent favourite). Even when she’s not on the go, Marion busies herself on her treasured laptop computer, catching up on the latest with family and friends, and doing a little shopping [...]. ‘It’s such a misconception that seniors aren’t tech savvy,’ says Marion. She uses her computer all the time, even when she’s watching TV. ‘I do a lot of research, so if I’m watching a show and a topic comes up that I want to learn more about, I use the laptop. It has become so much a part of my life.’ PRISCILA WU

‘If you can be active bodily and between the ears, you’re great,’ says Marion. ‘Getting older is only a state of mind.’” Available at . Accessed on August 8, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

In your notebook, answer the questions about the story your group has read.

a What is her name? b How old is she?

Texto 1: Joan Mactavish; texto 2: Gladys; texto 3: Marion.

92; 86; 82.

c Where does she live?

likes to be part of groups What does she like? She that stimulate her in different

directions; food and her family; the theater.

Toronto; not mentioned; London.

d What is her family life like?

e What are her regular activities?

She’s a mother of three, grandmother of seven and great-grandmother of one; she knits a woven piece for every member of the family on their birthday; she’s a grandmother of six.

g Is she OK with her age? Does she live well? Yes. h How do you react to the story?

Respostas pessoais.

Analyze the questions in activity 4. Copy the chart in your notebook and place each question What is her name?; How old is she?; What is her family life like?; What are her regular activities?

in the correct column.

Yes/No questions (questions whose answer is yes or no)

Does she live well?

with other verbs

In your notebook, match the descriptions to the rules of question formation in the present simple.

a yes/no questions with the verb to be

b yes/no questions with other verbs (I, you, we and they) 1 Autobiography

TEBOO

Is she OK with her age?

with the verb to be

with other verbs

with the verb to be

Where does she live?; What does she like?; How do you react to the story?

Wh- questions (questions whose answer requires information)

She plays bridge, is part of a study group, bowls, goes shopping, is part of singing group, takes computer lessons and goes to church; she cooks Peruvian food and attends lunches, teas and family celebrations; she plays bridge, meets friends and goes to the Centre on Activity and Aging.

c yes/no questions with other verbs (third person singular) d wh- questions with the verb to be

III

e wh- questions with other verbs (I, you, we and they) f 26

wh- questions with other verbs (third person singular)

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

[…]

I wh- word + do + subject + verb in the base form II wh- word + does + subject + verb in the base form III wh- word + verb to be + subject IV verb to be + subject V does + subject + verb in the base form VI do + subject + verb in the base form

Find out about the other two stories in activity 3 by asking your classmates questions regarding these topics. Write the questions and take notes of the answers in your notebook.

a personal facts: name, age, home

d interests

b family life

e point of view about old age

c routine

your classmates’ reaction to the story

Read this extract from text 3 and answer: which clauses refer to temporary events or to events in progress in the present? Which ones refer to facts, truths or things that usually happen? Clauses “B” and “D” refer to temporary events or to events in progress in the present and clauses “A”, “C”, “E”, “F” and “G” refer to facts, truths or things that usually happen.

“[…] (A) She uses her computer all the time, (B) even when she’s watching TV. (C) ‘I do a lot of research, so (D) if I’m watching a show and (E) a topic comes up that (F) I want to learn more about, (G) I use the laptop. […]’”

Analyze clauses “B” and “D” in activity 8. Both use the present progressive to express temporary events and/or events in progress in the present. How is it formed? What about its Affirmative form: subject + verb to be (am/is/are) + verb + -ing. negative form? Negative form: subject + verb to be (am/is/are) + not + verb + -ing. Respostas possíveis: “Mom is well connected”; “She always carries her cell phone”; “and manages all remotes and electronics in the house to perfection”; “The one technology she doesn’t use is a calculator”; “she does the math either in her head or old school with pencil and paper”; “Food

10 Read text 2 again and find the information below in it. Then, write the answers in your notebook. a b

and family are always important to her”; “She cooks typical Peruvian dishes with her special seasoning”; “and makes the best pudding rice in the world”; “everyone in the family receives Five examples of clauses that refer to present facts or routines. some woven piece”; “Mom is always on the go”; “she doesn’t have any major medical conditions at the moment”; “Her family doctor congratulates her for doing great”; “She cares very well for her appearance”; One clause that expresses negation. “and always looks radiant”; “We believe that her secret is to live always in her dream bubble of happiness”.

c One word that indicates frequency.

Always Professor/a, há dois trechos que expressam negação: “the one technology she doesn’t use is a calculator” e “she doesn’t have any major medical conditions at the moment”.

11 If Gladys had written that text, what changes would have been made to the verb forms in the clauses you have chosen in the previous activity?

The text would be written in first person, so the verbs in affirmative clauses wouldn’t take -s and the clauses in the negative form would have do not/don’t instead of does not/doesn’t.

Professor/a, as biografias desta seção apresentam algumas características semelhantes à autobiografia de Taylor Swift. Todos os textos

12 What do the biographies in activity 3 have in common with Malala’s and Taylor’s foram publicados na internet e procuram apresentar um autobiographies on pages 14 and 15? What is different?

perfil dessas pessoas — em vez de narrar um momento específico de suas vidas (como faz o texto de Malala) — e incluem características pessoais, idade, local de residência etc. Os textos diferem, primeiro, pelo ponto de vista, já que as mulheres são apresentadas a partir da perspectiva de uma pessoa próxima, e não delas mesmas, como no caso das autobiografias. Além disso, as biografias aqui enfatizam elementos mais rotineiros da vida das senhoras.

13 Think about an elderly person you know. Write a paragraph in your notebook about him/her based on the questions in activity 4. Respostas pessoais.

14 Share your paragraph with your classmates. What do the elderly people you and your classmates wrote about have in common?

Professor/a, recomenda-se monitorar a atividade para que ela se desenvolva em tom respeitoso, uma vez que as pessoas sobre as quais os/as estudantes escreverão podem ter biografias e/ou rotinas bastante distintas.

1 Autobiography

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Professor/a, recomenda-se dar um tempo para que os/as estudantes elaborem suas perguntas individualmente, baseando-se no que foi apresentado nas atividades anteriores.

READING LITERACY

Are selfies self-portraits?

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 218.

Before reading

Discuss with a partner: what do these selfies tell you about the people in them?

11 13

1 Autobiography

PHOTOS: 1 AND 12- MONKEY BUSINESS IMAGES/SHUTTERSTOCK, 2- MOMENT OPEN/GETTY IMAGES, 3- RAWPIXEL.COM/SHUTTERSTOCK, 4- LUCIOLA ZVARICK/PULSAR IMAGENS, 5- SZEFEI/SHUTTERSTOCK, 6- KITJA-KITJA/SHUTTERSTOCK, 7- WILLIAM PERUGINI/SHUTTERSTOCK, 8- STEFANO TINTI/SHUTTERSTOCK, 9- EYEEM/GETTY IMAGES, 10- RASSTOCK/SHUTTERSTOCK, 11- WITTHAYAP/SHUTTERSTOCK, 13- EUGENIO MARONGIU/SHUTTERSTOCK, 14- ONEINCHPUNCH/ SHUTTERSTOCK, 15- STEFANOLUNARDI/SHUTTERSTOCK

Linguagens Respostas pessoais. Professor/a, as selfies permitem conhecer um pouco sobre as pessoas representadas nelas e o tipo de relacionamento entre essas pessoas (amoroso, de amizade ou familiar, por exemplo), além de um pouco sobre sua personalidade, seus gostos, sua cultura, suas experiências, os grupos a que pertencem etc.

Now go back to Frida’s and Van Gogh’s self-portraits on pages 8 and 9. Do you think portraits and selfies have anything in common? If so, what? Respostas pessoais.

You are going to read the article “Selfie vs. Self-Portrait”. Scan it and find out where and when It was published in the website of the Academy Art U [University] News in April it was published and who its author is. 2015. The author is Gordon Silveria.

Reading 4

Professor/a, o autor defende que selfies não são novidade, apontando os inúmeros autorretratos presentes na história da arte. No entanto, ele destaca a diferença entre selfies comuns e selfies que podem ser consideradas artísticas ao revelar algo real e verdadeiro sobre seu/sua autor/a. Pode-se defender que a confiabilidade do posicionamento do autor venha

Now read the article and identify the author’s view on this issue. Do you think his opinion may do local onde o texto foi publicado, no site da Academy Art U [University] News, um veículo destinado be considered reliable? especificamente a publicações sobre arte, embora todos os artigos, independentemente do tipo de

“Selfie vs. Self-Portrait As selfies continue to rise in popularity around the world, it is useful to explore the history of the self-portrait and find the distinction between self-indulgence and art BY GORDON SILVERIA

Selfies are nothing new. People have been creating self-portraits since the 15th century; in fact, the first self-portraits were akin to modern day photo-bombs, with artists painting themselves into crowd scenes in historical, mythological or religious paintings. Jan van Eyck’s self-image can be seen in a mirror in the Arnolfini Portrait (1434). Diego Velázquez painted himself into Las [Meninas] (1656), a portrait of the Spanish royal family, essentially setting himself up as the first portrait-bomber, the first truly modern artist. An infant might well have said, ‘Hey, I thought we were going to get a nice family portrait. What’s Velázquez’ big head doing in the shot?’

1 Autobiography

ACADEMYARTUNEWS.COM/REPRODUCTION

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

embasamento, possam ser refutados, desde que sejam utilizados argumentos embasados e coerentes.

Velázquez’ big breakout in painting himself into the portrait was essentially a statement that the artist can be more important than the painting. He proclaimed to the world that this portrait of royals also staked the claim that the artist is greater than the work itself; the artist becomes one with his art.

Some have speculated that Leonardo da Vinci’s Mona Lisa (1503-1506) may actually be a self-portrait of the artist in drag. Though probably not so, it is interesting to ponder that da Vinci, who did have a hidden side to himself, could keep that aspect hidden, yet revealed simultaneously. Virginia Oldoini[,] Countess of Castiglione (1837-1899), better known as La Castiglione, a mistress of Napoleon, was the first to effectively and exhaustively use the new medium of photography for her selfies. She had herself photographed over 700 times over four decades at a time when just one [photograph] could be a day-long affair, dressing herself as a variety of historical and mythological figures, usually embedded in elaborate tableaux art directed by the Countess herself. She only laid aside her photography practice after advancing age began to alter her face. She could no longer stand seeing herself. The queen of self-portraiture in art history has to be Frida Kahlo, who was the first major international artist to use herself as the central subject of almost all of her work. Obsessed with self-image, she famously said, ‘I paint myself because I am so often alone and because I am the subject I know best.’

Arguably today’s ‘Mistress of Selfies’ is Kim Kardashian, who posts pictures of herself on social media that are picked up by news services and published daily, often in excessively revealing costumes. Once, on a vacation to Thailand, Kardashian took 1,200 selfies in a single week’s time. And in 2014, she published a book containing 357 selfies. One wonders if she will stop taking selfies as she ages, as others have done, or [if she will] develop as an artist and begin to reveal truly thoughtful insights on herself through her portraits. In the 22nd Century, will the late Kim Kardashian be lauded as one of the great artists of the early 21st Century, or will she be remembered, if at all, as [narcissistic] […]? Before you take that next selfie and post it on your [social media pages], ask yourself what the portrait says about you, truly. Is it just another fish-lip photo? Or are you revealing something real and true about yourself? Is it just a selfie or is it art?” Available at . Accessed on December 14, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Six. Jan van Eyck, Diego Velázquez, Leonardo da Vinci, Virginia Oldoini Countess of Castiglione, Frida Kahlo and Diego Rivera. Professor/a, sugere-se trabalhar com os/as estudantes a distinção entre artistas e celebridades, associando os primeiros à produção de trabalhos nos campos da pintura, música, cinema, fotografia etc. e os últimos a pessoas publicamente conhecidas (não necessariamente por terem feito algum trabalho artístico de caráter relevante).

Read the article again and answer these questions.

a How many artists are mentioned in the text? Who are they?

to the author, Velázquez’s portrait was a statement that the artist can be more b What was Velázquez’s breakout? According important than the painting, becoming one with his art.

c What kinds of topics did Frida explore in her self-portraits? Discuss

She exposed herself and explored all her hopes, fears, dreams, accidents, operations, miscarriages, infidelities, break-ups with Diego Rivera and her affair with Leon Trotsky.

How do you think the artist becomes one with his/her art? In your opinion, does the Mona Lisa portray a hidden side of Leonardo da Vinci?

1 Autobiography

Do you think Kim Kardashian may be considered an artist in the next century? Why?

After reading 6

Respostas pessoais. Professor/a, os/as estudantes podem fazer diversas leituras dos quadros. Destacam-se algumas possibilidades, como a influência das culturas mexicana e indígena no quadro de Frida e a temática de seu relacionamento com Diego Rivera, o qual aparece em sua testa. A pintura de Van Gogh, de 1889, é de sua última fase. É possível notar os traços que se tornaram característicos do pintor, já com influência do expressionismo, e a claridade da tela, muito embora retrate um estado de doença.

Read the entries for Frida Kahlo and Vincent van Gogh and go back to their self-portraits on pages 8 and 9. Do you notice any more personal elements in their paintings? 30

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Using herself as a subject allowed her to expose herself and explore all her hopes, fears, dreams, accidents, operations, miscarriages, infidelities, the alarmingly public break-ups with famed artist husband, Diego Rivera, as well as her highly publicized affair with Leon Trotsky, prior to his murder by Stalin.

Frida Kahlo From Wikipedia, the free encyclopedia

Frida Kahlo de Rivera (Spanish pronunciation: [ˈfɾiða ˈkalo]; July 6, 1907 – July 13, 1954), born Magdalena Carmen Frieda Kahlo y Calderón,[1][3] was a Mexican painter known for her self-portraits.[4] Kahlo’s life began and ended in Mexico City, in her home known as ”La Casa Azul”, the Blue House. Her work has been celebrated internationally as emblematic of Mexican national and indigenous tradition, and by feminists for its uncompromising depiction of the female experience and form.[5]

WIKIPEDIA.ORG/REPRODUCTION

Kahlo had a volatile marriage with the famous Mexican artist Diego Rivera. She suffered lifelong health problems, many of which caused by a trafﬁc accident she survived as a teenager. Recovering from her injuries isolated her from other people, and this isolation inﬂuenced her works, many of which are self-portraits of one sort or another. Kahlo suggested, “I paint myself because I am so often alone and because I am the subject I know best.”[8] Available at . Accessed on December 14, 2015.

Vincent van Gogh From Wikipedia, the free encyclopedia

“Van Gogh” redirects here. For others uses, see Van Gogh (disambiguation). Vincent Willem van Gogh (Dutch: [ˈvɪnsɛnt ˈʋɪləm vɑn ˈɣɔx] (listen);[note 1](30 March 1853 – 29 July 1890) was a Dutch post-Impressionist painter whose work had far-reaching influence on 20th-century art. His paintings include portraits, self portraits, landscapes, still lifes, olive trees and cypresses, wheat fields and sunflowers. Van Gogh was born to upper middle class parents and spent his early adulthood working for a firm of art dealers in The Hague, London and Paris, after which he taught in England at Isleworth and Ramsgate. He drew as a child, but did not paint until his late twenties; most of his best-known works were completed during the last two years of his life. In just over a decade, he produced more than 2,100 artworks, including 860 oil paitings and more than 1,300 watercolors, drawings, sketches and prints. He was deeply religious as a younger man and from 1879 worked as a missionary in a mining region in Belgium where he sketched people from the local community. His first major work was 1885’s The Potato Eaters, from a time when his palette mainly consisted of sombre earth tones and showed no sign of the vivid colouration that distinguished his later paintings. In March 1886, he moved to Paris and discovered the French Impressionists. Later, he moved to the south of unique and highly recognisable style that became fully realised during his stay in Arles in 1888. After years of anxiety and frequent bouts of mental illness he died aged 37 from a self-inflicted gunshot wound. The extent to which his mental health affected his painting has been widely debated. Despite a widespread tendency to romanticise his ill health, art historians see an artist deeply frustrated by the inactivity and incoherence caused by frequent mental sickness. His late paintings show an artist at the height of this abilities, completely in control, and according to art critic Robert Hughes, “ longing for concision and grace. [1] Available at . Accessed on December 14, 2015.

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France and was inﬂuenced by the region’s strong sunlight. His paintings grew brighter in colour, and he developed the WIKIPEDIA.ORG/REPRODUCTION

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Mexican culture and tradition are important in her work, which has been sometimes characterized as naïve art or folk art.[6] Her work has also been described as surrealist, and in 1938 André Breton, principal initiator of the surrealist movement, described Kahlo’s art as a “ribbon around a bomb”.[5] Frida rejected the “surrealist” label, as she argued that her work reﬂected more of her reality than her dreams.[7]

Exploring further Find out more information about the artists mentioned in this section and their social and historical contexts. Share the information you discover with your classmates.

Analyze this self-portrait. What elements does the girl use to reveal something about herself?

f id ealist and r

Before speaking

Respostas pessoais.

1 Autobiography

Respostas pessoais. Professor/a, há diversos adjetivos sublinhados nos textos da unidade que, no contexto da unidade, foram utilizados para descrições pessoais. Eles são apenas sugestões, já que os/as estudantes podem utilizar os adjetivos que desejarem. Se preferir, é possível orientá-los/as a procurar também substantivos que possam ser usados para atribuir características a alguém.

So far, you have read many descriptions of different people. Do you remember any of them? “We like the smell of these new clothes” (p. 8); “I like to eat, Do you identify with any of the descriptions? Why? sleep, drink, and be in love. / I like to work, read, learn, and

understand life. / I like a pipe for a Christmas present, / or records—Bessie, bop, or Bach” (p. 9); “I like imagining what life was like hundreds of years ago” (p. 15); “I really love showing people what I meant when I wrote a song” (p. 15); “I don’t like it when something or someone turns out to be different than what you originally thought” (p. 15); “I love my friends and I’m always making new ones” (p. 15).

Scan the unit up to here looking for the underlined adjectives. Which of them can you use to describe yourself? Are there more adjectives you can add to your description? Write them in “I am so often alone” (p. 11); “My father, Ziauddin, is different from your notebook. most Pashtun men” (p. 14); “I have a cat named Meredith” (p. 15); “I

don’t really think you can ever stop making new friends” (p. 15); “My mother is very beautiful” (p. 16).

Scan the unit again. Find examples of people talking about these topics and write what they “I paint myself” (p. 11); “I keep a diary in order to enter the wonderful secrets of my life” (p. 11); “On Wednesday, she bowls” (p. 25); “Friday, say in your notebook. Respostas possíveis.

a age

“I am twenty-two” (p. 9); “I’m 24 now” (p. 15); “My mother Gladys just turned 86” (p. 25).

b origin and hometown

“Born in Winston-Salem” (p. 9); “My mother comes from a family of strong women” (p. 17).

she has her singing group” (p. 25); “Saturday, she takes a computer lesson” (p. 25); “She cares very well for her appearance, and always radiant” (p. 25); “She families and relationships looks uses her computer all the time” (p. 26).

e routines

“My father says your language is your home and your country is your language and your language is likes, dislikes and passions beliefs and opinions your flag” (p. 8); “My mama told me when I was young / We are all born superstars” (p. 9); “It’s not easy to know what is true for you or me / at twenty-two, my age. But I guess I’m what / I feel and see and hear, Harlem, I hear you” (p. 9); “I know there is something different about this child” (p. 14); “We believe that her secret is to live always in her dream bubble of happiness” (p. 25).

Who are you?

Based on the items in activities 2 and 3, plan a presentation about yourself. You may add Professor/a, embora a atividade 5 seja oral, pode-se incentivar os/as estudantes a planejar sua other items if you wish. apresentação em tópicos por escrito. 32

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Now it’s your turn! Create an artistic self-portrait and share it with your classmates.

ORAL LITERACY

M-IMAGEPHOTOGRAPHY/THINKSTOCK

m a mix . “I a t e r n e f f i d

o ture

a sen am sitive. I am belie

Professor/a, sugere-se organizar uma exposição de autorretratos elaborados pelos/as estudantes ou, ainda, incentivar sua exibição na apresentação oral que será trabalhada na seção “Oral literacy” a seguir. É importante que eles/elas percebam que o autorretrato pode ser confeccionado por meio de diversas expressões artísticas, como a fotografia, o desenho, a pintura etc. Pode ser interessante realizar a atividade conjuntamente com o/a professor/a de Arte.

ealist.” (Roger Moore) I am br ave. I am a fighter .

Professor/a, os/as estudantes podem destacar a escolha da pose (que revela apenas parte do rosto da menina), a escolha das cores, o cenário branco ao fundo (que permite a organização textual) e o texto elaborado pela garota para representar parte de sua identidade.

r. ve

Speaking 5

Get together with a partner and present yourself. Then help him/her improve his/her Professor/a, sugere-se incentivar os/as estudantes a utilizar as dicas do boxe “Tip” tanto na hora presentation if necessary. de se apresentar quanto para ouvir o/a colega e oferecer sugestões. Este momento de prática serve também como preparação para a apresentação em sala.

Tip

Try to speak clearly and loudly. Avoid reading; use your notes just to remember the topics. Look at the people when talking to them. Try to use gestures and body language; your body speaks too. Be yourself.

Now you are going to make a presentation about yourself to your class! You may use visual Professor/a, para as apresentações em sala, pode-se incentivar os/as estudantes a utilizar materiais que os/as aids to help you. auxiliem na apresentação, como os autorretratos sugeridos na seção anterior, apresentações em slides,

After speaking 7

After your teacher’s comments, go back to your presentation draft. Would you change pessoais. Professor/a, sugere-se utilizar esta atividade anything? Would you include more information? Respostas para que os/as estudantes reflitam sobre sua prática e se autoavaliem, comparando sua apresentação à dos/as colegas.

Did you enjoy your classmates’ presentations? Have you learned anything new about them? Respostas pessoais.

WRITING LITERACY Before writing 1

Writing life stories, constructing identities

Professor/a, no que se refere aos itens 1 e 2, pode-se apontar os trechos “I’m Taylor”, “I was born in December on a Christmas tree farm”, “My favorite thing in life is writing Linguagens about life, specifically the parts of life concerning love”, “I really love showing people what I meant when I wrote a song, so my shows are very theatrical”, “I live in Nashville”, “I go into a trance when I’m in an antique store” e “Music has taken me all over the world”. Exemplos dos itens 3 e 4 podem ser o terceiro parágrafo, em que a cantora explica de forma detalhada que não gosta quando algo ou

Read this text and compare it to Taylor’s autobiography on page 15. Find examples of these alguém se revela diferente do que ela inicialmente pensava, ou o quarto parágrafo, em que ela explica melhor sua items in her text. visão sobre o amor a partir da menção ao álbum Red. Por fim, o exemplo de humildade (item 5) pode ser visto no quarto parágrafo, quando ela afirma que a música, ou seja, seu talento, já abriu muitas portas para ela, mas que seus fãs são a razão de tudo ser especial.

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pôsteres etc.

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Available at . Accessed on December 9, 2015.

You are going to write an autobiographical text. Use the text in activity 1 to plan your writing in your notebook. You may also use the topics in activity 3 on page 32 to complete your draft.

Write your text in a separate sheet of paper using the information from activity 2 and any other you consider relevant.

After writing 4

Edit your text. Read it again and follow these steps.

a Check if the passages and paragraphs make sense in the order you wrote them. If necessary, reorganize them.

b Analyze the vocabulary you used. Look for repetitive or unclear words and replace them. It is also important to check if the register is appropriate. Are there too many informal words? If necessary, use a dictionary or a thesaurus to find more suitable alternatives.

c Check your spelling and grammar and make any necessary adjustments.

Get together with a partner. Exchange texts and make any comments you consider important to improve his/her writing. Then ask your teacher to read both texts and comments. Professor/a, sugere-se que os/as estudantes analisem as produções dos/as colegas com base no texto da atividade 1 e nas etapas de revisão apresentadas na atividade 4, além de suas impressões e experiência como leitores/as.

Read your tearcher’s/partner’s feedbacks on your text and rewrite what is necessary.

Let’s publish your autobiography! Create a class blog to post the texts or organize them to recomenda-se discutir com os/as estudantes qual é o tipo de publicação mais adequado ao make a class book. Professor/a, contexto da sala. 1 Autobiography

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Writing

Discuss

How do you think your narrative helped you understand more about your identity?

CAREERS

Choosing a career

Have you ever thought about the career you want to pursue? If so, what is it? If not, are there any possibilities that interest you? Respostas pessoais.

What do you think is important when choosing a career? Rank the following items according to your priorities. Respostas pessoais.

d recognition before society

b passion

e suggestion from parents and/or relatives

c financial reward

possibility of personal growth

Respostas pessoais. Professor/a, os resumos podem ser diferentes, mas devem incluir os respectivos tópicos: consider the things you like; keep in mind your abilities; take career tests; look for internships in the area; find a person to help you with your career decisions; read about all kinds of careers (not only the popular ones); talk to people about their careers; consider your strengths, values and things you love; plan where you want to get; remember your plans can change during the way.

“[…] Ideally, everyone would know their true calling early in life and find happiness in their work, but it often doesn’t work that way. One survey (of New York professionals) found that they expected to change careers three times in their lifetimes; lifelong careers may not be the norm any more. That said, we know there are better ways to choose a career than just following your parents’ footsteps or choosing randomly. Here are some ideas. 1 Autobiography

10. Think About What Excites and Energizes You This one’s the first obvious step—we all want to enjoy and actually like our careers. (Perhaps the biggest sign you’re on the wrong path is if you dread talking about your job.) While passion

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Read this article on how to find a career path and summarize its tips.

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a abilities and aptitudes

isn’t the only requirement for being content in your career, many would say it’s still essential, if only because passion is what keeps you going even through the tough times. Is there a job you would do for free?

9. But Also Keep in Mind What You’re Good At Maybe you don’t feel that passionate about any specific career—or you love multiple areas and can’t decide on just one. Then it’s time to think about your personality and focus on the skills you have. ‘Don’t do what you love. Do what you are.’

8. Take a Test Well, you say, what if you don’t know what you’re good at or even what you’re interested in? Career assessment tests in college or even high school help narrow down a field […]. If you have flexibility when it comes to salary, an internship could be a great way to test out an industry or type of career—and eventually get a full-time job (especially if you have no prior experience). Even if it doesn’t turn into a job or you find out it’s the wrong career for you, an internship can help build your network—from which you can get career and job advice. (Not all internships are just about picking up coffee. […])

6. Find a Mentor A mentor could help you take your career to the next level and give you the insider insight to help you make sure you’re on the right path. […] If there’s a career you’re interested in, you might also check to see if any companies or people in that line of work would let you shadow them for a few days to see what it’s really like.

5. Explore Unconventional Careers We all know the popular careers available to us—doctor, lawyer, teacher, computer engineer, police officer, store owner, etc. If you feel uninspired by the typical choices, know that there are thousands of unusual jobs you might not have heard about […].

4. Ask Other People Perhaps the best way to discover a new career is to ask other people about theirs—assuming you come into contact with people who don’t all work in the same field. […] social media sites […] might be a good place to start mining for information. Also, don’t forget your local library’s reference librarian can point you to career resources.

3. Use the G+P+V Formula The perfect career for you would most likely fit the G+P+V formula, which stands for Gifts + Passions + Values. Consider your strengths and passions, as we’ve noted above, and your values— what’s nonnegotiable about the way you work?

2. Make a Career Plan As with most things, your career will benefit if you have goals and a plan for it. Maybe you think you want to be a writer, but the next step after that is editing. (Do you really want to do that?) Or maybe you want to transition from being an editor to a restaurant owner. (How are you going to get there?) Map out where you want to go, with concrete milestones, as if it were a four-phase project.

1. See Your Career as a Set of Stepping Stones, Not a Linear Path

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7. Try an Internship

Of course, all these plans and ideas are never set in stone. Your career is a marathon, not a sprint and it can turn out to be a very winding road indeed, knitted together from all of your experiences into, hopefully, a career worth having.” Available at . Accessed on October 15, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Read the text again and write the correct option in your notebook.

a Which of the following statements is incorrect regarding the article? I There are many things to consider when choosing a career. II You may never change your career path. III It is important to find a career that fulfills you. b How should this text be read? I As mandatory steps to find the perfect career for you. II As a ranking of ideas in order of quality, from the best to the worst ones. III As ideas that may hopefully help other people with their choices. c What do the green parts in the text represent? I Comment areas where readers can post their opinions. II Excerpts from the text that the reader can recommend.

Respostas pessoais. Professor/a, é importante que os/as estudantes tenham em mente que nem sempre dicas ou conselhos se aplicam a todos os contextos. Pode-se incentivá-los/as a recorrer a seus conhecimentos para complementar as dicas sobre a escolha de uma carreira.

In Brazil, there are many educational options for those who want to build a career. Read the excerpt and answer the questions.

“Ao final do ensino médio, muitos estudantes ficam em dúvida na hora de escolher entre uma das modalidades de ensino existentes. Quando vale a pena cursar um ensino técnico ou então, no momento da graduação, optar por um curso tecnológico em vez do bacharelado?

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Consider your context and the information you have about the text. Then discuss with a partner: do you agree with the tips? Which one(s) may be useful for you when choosing a career? Would you suggest any changes to the text?

[…]

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III Hyperlinks which take the reader to another page where that content is explored.

Conheça os perfis: Técnico • Foco em conhecimentos teóricos e práticos nas diversas atividades do setor produtivo, visando rápida entrada no mercado de trabalho. O formado exercerá atividades operacionais. • Não é considerado um curso superior. • Dura em média dois anos.

Tecnológico • Apresenta uma visão mais ampliada em relação ao técnico; o estudante será capaz de mudar processos de trabalho, porém ainda atenderá [a] campos específicos. • Diploma de nível superior. • A duração é de três anos em média. Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Bacharelado ou Licenciatura • Ideal para quem pretende ter uma visão geral e se tornar um profissional com uma grande amplitude de ação, contudo com menos profundidade que os tecnólogos. • Diploma de nível superior. • Em geral, dura entre quatro e cinco anos.” Lucas Rodrigues/Folhapress. Available at . Accessed on October 15, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Professor/a, espera-se que os/as estudantes percebam que os cursos técnicos enfocam conhecimentos teóricos e práticos voltados para a inserção no mercado de trabalho e que eles não são considerados cursos de nível superior; já os cursos tecnológicos propiciam

a What are the main differences between the first two educational profiles presented in the text? uma visão mais ampla do campo de estudos e são considerados cursos de nível superior.

b From the three educational profiles presented, which one do you consider better suited to your

Bacharelado ou licenciatura? “[…] Os cursos de licenciatura têm a mesma duração dos de bacharelado, e [abarcam] boa parte do currículo do bacharel. No entanto, os profissionais formados [nesses] tipos de curso são aptos a [ministrar] aulas na educação básica (ensino fundamental e médio). A diferença curricular entre o bacharelado e a licenciatura é a presença de matérias de cunho pedagógico nos cursos do segundo tipo. […]” Excerpt from the text available at . Accessed on December 18, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

Respostas pessoais.

Exploring further Go online and do a research on the educational system in other countries. Then, share your findings with your classmates.

Consider everything you learned about yourself in this unit and reflect on your career choice. How can the knowledge you acquired help you choose a career? Discuss with a partner. Respostas pessoais. Professor/a, é importante incentivar os/as estudantes a refletir sobre todas as discussões a respeito de suas narrativas — e, consequentemente, suas identidades — e a pensar sobre suas escolhas profissionais (ou repensá-las).

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personal identity and your professional ambitions? Why?

importante discutir em sala maneiras de administrar o tempo para que os estudos não sejam prejudicados e para que aqueles/aquelas que desejam continuar os estudos posteriormente consigam se planejar e alcançar seus objetivos.

“Aprenda como conciliar os estudos e o trabalho com essas 5 [superdicas]; veja que é possível conciliar trabalho e estudos sem um prejudicar o outro. Quem precisa conciliar o trabalho e os estudos […] sabe como a rotina pode ser cansativa. Ter que se concentrar durante uma aula após um dia estressante no trabalho é dureza. Por isso listamos 5 dicas para […] você […]: 1 – Descanso Quem tem uma rotina pesada de trabalhar o dia todo e estudar [à] noite precisa levar muito a sério o descanso. O ideal é dormir de 7 a 8 horas por noite e criar um ambiente escuro e silencioso para que seu sono seja tranquilo. É interessante também colocar o celular no silencioso para [que] seu sono não seja interrompido durante a noite. Uma dica importante é excluir a função soneca da sua vida e acordar assim que o despertador tocar. Um bom banho e uma xícara de café preto com certeza darão mais ânimo para começar seu dia. 2 – Organize seu tempo Trabalhar, estudar, comer, dormir, ter uma vida social e passar um tempo com a família e amigos. Parece muita coisa para se fazer em apenas 24 horas[,] não é? Então é essencial que você organize seu tempo. Anote em uma agenda os compromissos do dia, aproveite cada intervalo para ler resumos ou ler notícias pelo celular. Reserve mais espaço no final de semana para os momentos de lazer. Durante a semana [, concentre-se] nos estudos e no trabalho. 3 – Concentração [Independentemente] do que você tenha que fazer, esqueça o mundo lá fora e se concentre. A hora de estudar é hora de estudar, não deixe […] que os problemas do trabalho afetem sua concentração na hora da aula e vice-versa.

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4 – Grupos de estudo Quem não pode se dedicar integralmente aos estudos pode ser bastante beneficiado com os grupos de estudo. É ideal ter um companheiro de estudos, alguém para poder debater temas, trocar informações, revezar materiais, trocar experiências, sanar dúvidas, ser motivado e motivar. 5 – Use a tecnologia a seu favor [Em vez] de perder tempo nas redes sociais, use seu tempo livre, seja no trânsito ou na hora do almoço, para estudar, para ouvir aquela aula que você gravou e poder revisar a matéria, [para] ter acesso aos noticiários e ficar por dentro do que está acontecendo no mundo, [para usar] aplicativos que vão fazer […] que você aprenda alguma coisa. Enfim, o universo [da] internet é repleto de opções que podem [ajudá-lo] na hora de estudar. Aproveite!” Available at . Accessed on October 15, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […]. Occasional linguistic adjustments to fit standard language marked with [ ].

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If you have to, want to or plan to work and study at the same time, life can get a little more challenging. Read these tips and discuss in groups the ones that may be helpful for you and/or muitos/as estudantes já estão ou pretendem your classmates. You may add other suggestions. Professor/a, ingressar no mercado de trabalho durante o Ensino Médio. É

Exploring further Go online and look for information about the careers you are interested in. Are they offered as curso técnico, graduação tecnológica, bacharelado or licenciatura? Share your findings with your classmates.

STUDY SKILLS 1 2

Learning styles

What kind of activities do you believe provide better learning opportunities for you? Respostas pessoais. Professor/a, pode ser necessário auxiliar os/as estudantes a desenvolver uma reflexão sobre a forma como eles/elas aprendem e sobre os tipos de atividade — dentro ou fora da sala de aula — que proporcionam melhores oportunidades de aprendizagem.

Among the options presented below, choose the one which best describes your learning style. Respostas pessoais.

a I learn better when I see things. I pay attention to what I see, I picture things in my mind, I write b I learn better when I listen. I pay attention to what people tell me to do, I read words out loud or listen to words in my mind, I repeat what I study a lot of times to myself, I can’t study if there is noise in the room etc.

c I learn better when I interact with, touch or do things. I learn by doing things, I like to touch objects, I need to move around to express myself, I can’t sit down for long, I manipulate things when I study etc.

Read some excerpts about learning styles and answer the questions in your notebook. Professor/a, os excertos provêm de fontes diversificadas, com diferentes níveis de formalidade.

Excerpt 1 “Learning styles are not equivalent to abilities, but they are related to them in the sense that they explicate how people prefer to use their abilities.” KAMINSKA, P. M. Learning Styles and Second Language Education. Newcastle upon Tyne: Cambridge Scholars Publishing, 2014, p. 1.

Excerpt 2 “[…] Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well. […]”

1 Autobiography

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

words to check them out etc.

Excerpt from the text available at . Accessed on November 18, 2015.

Excerpt 3 “Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals’ learning. These theories propose that all people can be classified according to their ‘style’ of learning, although the various theories present differing views on how the styles should be defined and categorised. A common concept is that individuals differ in how they learn. […]” Excerpt from the text available at . Accessed on November 18, 2015.

“[…] Learning styles can be defined, classified, and identified in many different [ways]. Generally, they are overall patterns that provide [directions] to learning and teaching. Learning [styles] can also be described as a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation. Styles influence how students learn, how teachers teach, and how the two interact. Each person is born with certain tendencies toward particular styles, but these biological or inherited characteristics are influenced by culture, personal experiences, maturity level, and development. Style can be considered a ‘contextual’ variable or construct because what the learner brings to the learning experience is as much a part of the context as are the important features of the experience itself. […]” Excerpt from the text available at . Accessed on November 18, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

a In excerpt 1, what relation can be established between learning styles and abilities? Learning styles can explain how people prefer to use their abilities.

b According to excerpt 2, are learning styles fixed categories? Why? No. People can develop ability in less dominant styles and further develop styles that they already use well.

c According to excerpt 3, do all theories classify learning styles the same way? No. Each theory proposes its own categorization of learning styles.

d Is it possible to say that excerpt 4 relates learning styles to culture, personal experiences, maturity levels and development? How?

1 Autobiography

4 5

Yes. The excerpt considers that culture, personal experiences, maturity levels and development influence people’s tendencies toward the different learning styles.

Considering that learning styles are unique individual characteristics, discuss with a partner pessoais. Professor/a, é importante ressaltar que the relation between learning styles and identity. Respostas os diferentes estilos de aprendizagem estão relacionados às

identidades construídas pelo indivíduo, compreendidas na unidade com base nas narrativas que ele/ela conta sobre si. A forma como o indivíduo se vê e se posiciona no mundo e o modo como age são fatores determinantes para a construção de seus estilos de aprendizagem.

Now read the definitions of the seven main learning styles. Then, in your notebook, write the style that is most used in each class activity.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Excerpt 4

TION EPROD UC LEARN ING-STY LES-ON LINE.C OM/R

REPRODUCTION

Available at . Accessed on November 21, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

a seeing pictures and diagrams b playing interactive games c listening to music

aural

e watching videos in class

logical

role-playing

writing summaries

social

physical/social

k teaching colleagues

visual

organizing storytelling in class

solitary

h working in pairs or in groups

physical/social

d solving problems and playing strategic games f

g working individually

visual

verbal verbal/social

aural/verbal/social

Discuss

1 Autobiography

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“Overview of Learning Styles Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well. […] Using multiple learning styles and multiple intelligences for learning is a relatively new approach. This approach is one that educators have only recently started to recognize. Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods. It also uses a limited range of learning and teaching techniques. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use these learning styles and techniques as bright. Those who use less favored learning styles often find themselves in lower classes, with various not-so-complimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce the belief that one is ‘smart’ or ‘dumb’. By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves the speed and quality of your learning. The Seven Learning Styles • Visual (spatial): You prefer using pictures, images, and spatial understanding. • Aural (auditory-musical): You prefer using sound and music. • Verbal (linguistic): You prefer using words, both in speech and writing. • Physical (kinesthetic): You prefer using your body, hands and sense of touch. • Logical (mathematical): You prefer using logic, reasoning and systems. • Social (interpersonal): You prefer to learn in groups or with other people. • Solitary (intrapersonal): You prefer to work alone and use self-study. […]”

Which do you think your main learning styles are? How do your learning styles relate to who you are? In your opinion, how can knowing your learning styles help you improve your studying skills? 43

PROJECT

Personal social media page

Professor/a, espera-se que os/as estudantes compartilhem suas ideias sobre redes sociais para, assim, ativar conhecimento prévio sobre o assunto e contribuir para a elaboração do projeto. É importante estimular a participação daqueles/daquelas que porventura não utilizam nenhuma rede social, uma vez que o projeto poderá servir como uma primeira experiência. Caso haja restrição à informática, sugere-se trabalhar este projeto por meio da produção de um scrapbook, no qual os/as estudantes adaptarão as atividades aqui propostas para fazer seus registros.

Phase 1

Writing your personal identity

Objective: You are going to work on a project to create a personal social media page in order to share information and connect with people. The project will be developed in some steps along the units, so by the end of this coursebook you will put all the pieces together to compose the final product. In this unit, you will focus on writing your profile, as well as setting your objectives and audience.

Professor/a, espera-se que os/as estudantes reflitam sobre como cada aspecto escolhido na atividade 3 se relaciona com a(s) sua(s) identidade(s). Quanto à apresentação das informações, sugere-se estimulá-los/as a fazê-lo em formato de texto, o qual pode ser escrito de diferentes formas (por meio da linguagem humorística, do uso de metáforas, de charadas etc.).

Professor/a, é importante que os/as estudantes conheçam

What kind of things can you do on social network ferramentas existentes para produzir textos platforms? escritos, visuais e orais em plataformas virtuais.

c d

What is a profile in a social media platform for?

Which social media platform would you consider using for this project? Professor/a, é importante que

Professor/a, espera-se que os/as estudantes citem que o perfil é

What kind of information would you like to o espaço no qual o/a share with people so that they see who you usuário/a are? Why? fala de si mesmo/a, ou seja, publica aspectos diversos de sua identidade.

os/as estudantes manifestem seu interesse por alguma rede social específica, pois as atividades a serem produzidas durante o projeto

Before you write your profile, you should define your objectives and audience. Answer these questions to help you with that.

Do you use any social media? If so, which one(s)? How do you use them? What other social media do you know?

Who are the people you want to connect with? How old are they? Are they locals or foreigners?

devem considerar as especificidades dessa rede.

family (father, mother, brother, sister, pet etc.) relationships (boyfriend, girlfriend, friends, colleagues, classmates)

things you like or instruments/sports you play favorite books, films, food, websites etc. activities you are good at schools you have attended or currently attend free-time activities

Write your profile using information on aspects of your identity, which were discussed in the previous activities. Remember to include the username and the picture you have chosen.

Edit and proofread your text for accuracy regarding content, grammatical structure, vocabulary and punctuation. on his/her feedback, write a final version of your text.

IV Save your profile to add to your social platform later on. estão relacionadas a modos particulares de representação. Por exemplo, uma fotografia pode ser mais fiel à realidade, ao passo que um autorretrato e um avatar podem projetar outros aspectos da identidade, relacionados ao desejo de representação dos/as estudantes. No caso do autorretrato, a representação pode estar atrelada, ainda, a habilidades artísticas como elemento identitário.

Professor/a, espera-se que os/as estudantes reflitam sobre aspectos a serem incluídos em seu perfil que expressem suas identidades. Uma discussão mais aprofundada sobre o assunto pode ser feita na atividade 4.

III Submit your profile to your teacher, and based

A profile is an important aspect of social platforms so people can find out who you are (your identity). With this in mind, what kind of information is relevant to include in your profile? Choose the ones that apply. Professor/a, espera-se que name os/as estudantes indiquem as age informações que consideram relevantes city/country para compor um perfil/uma página numa language rede social.

Besides choosing a username, you must think of a picture to add to your profile, as a self-portrait, an avatar or a selfie. What picture will you choose? Why? What does it say about who you are?

steps during this process.

identidade de cada estudante.

With your objective(s) in mind, decide on how you want to express your virtual identity and think of some possible names. You can use either your real name or any name you choose — a nickname or a pseudonym — to represent your virtual identity.

7 Now it is time to write your profile. Follow these

What is(are) your objective(s) with the personal profile/page? representar aspectos particulares da How would you like to represent your identity? How do you want people to see you? What information about yourself do you think you must provide in your profile?

Nessas plataformas, é possível ainda elaborar enquetes e votações e promover discussões em torno de algum tópico.

Professor/a, sugere-se estimular os/as estudantes a falar sobre a escolha que fizeram, visto que diferentes imagens

Professor/a, a criação da página pessoal e do perfil visam

Considering the characteristics of the social media platform you chose, what do the elements you pointed out in activity 3 say about who you are? How can you present that information in your profile?

É importante que essas informações estejam relacionadas ao(s) objetivo(s) e ao público-alvo que eles/elas listaram anteriormente.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Start by discussing some questions with your classmates.

PHOTOS: 1- ALE XBRYLOV/ISTOC KPHOTO, 2- HOCUS-FOCUS /ISTOCKPHOTO

REFLECTING ABOUT WHAT YOU HAVE LEARNED

Identity and Autobiography difference ANSWER THE QUESTIONS

IN YOUR NOTEBOOK!

e you ic s h a v p o t t a u n it? Wh in t h is t u o b a le a r n e d

n g u is t ic W h a t li ar (g r a m m s t n e e le m ave la r y) h u b a c a n d vo rd er ed in o n r a le you se ut the o b a k d to ta l e r s ta n d n u r o to p ic s ? t them u o b a m o re

W h a t d id y o u li ke o r d id n’t li ke a b o u t t h is u n it? W hy?

How can the stud y skills you have lear ned in this unit help you both at scho ol and outs ide it?

t p ly w h a p a u o n y t h is H ow c a n e d in r a le e v n al you ha (p e r s o e f li r u yo u n it in and t u d ie s s e r u t and life, f u a r e e r) c l a n s io p r o fe s n it y? com m u r u o y in

ART: AMANDA SAVOINI; PHOTOS: 1- FOTORRO/SHUTTERSTOCK, 2- J EVERYTHING/SHUTTERSTOCK, 3- HINTAU ALIAKSEI/SHUTTERSTOCK, 4- SUBJUG/ISTOCKPHOTO, 5- THINKSTOCK

he of t y d u e st lp n th a t he i c n u w is Ho ? in th s c i et y c i o s to p ov e im pr u o y

r w it h y o u s e t o n r you . D is c u s s s s m a te s la c d n a e te a c h e r you mak lp e h y e h t H ow c a n in g? u r le a r n o y f o t t h e m os d o? c a n YO U t a h w And

o mesm e, ao ação s s e t an a aplic s/ela u estud e ele s/as álise de s forma qu o um o d ir agem e de an são, de rvir com ssa reflet s e o endiz us e apr adquirido sta disc e pode s e você p d o r gist tos ara e atividad para qu um re ecimen aula p sta nto como os conh empo da olegas. E instrume r a n t c re m cio b s m u n o a u r u / s f r e s r deve reflexão e reserva s com o lém de s e a la cebe s eção e per aulas. sta s omento dl. Sugere- e discuti- vidos/as, e m , e a / s g r u s a m a a o o e n d iz s õ m o io s d o ç u ã s t e e Prof o, como l e profis as anota se sentir e apr andamen sino temp al, socia artilhar su tes, que de en sários ao o o n s s p a s s s ce pe am com s estud ece o pro tes n poss ulo aos/à sobre uais ajus t ím t n s e e ev

Date...

Unit... arned... le 1) I’ve 2) I...

Body and mind

Arte: borrar marca

Borrar marca.

CONTEXTUALIZATION 1 PHOTOS: 1- PETER DAZELEY/GETTY IMAGES, 2- CHRISTOPHER FUTCHER/GETTY IMAGES, 3- JAG IMAGES/CORBIS/LATINSTOCK, 4- MARCOS MESA SAM WORDLEY/SHUTTERSTOCK, 5- WANG SONG/XINHUA PRESS/CORBIS/LATINSTOCK, 6- FUSE/THINKSTOCK, 7- ATTILA BARABAS/THINKSTOCK, 8- MIKE WATSON IMAGES/THINKSTOCK, 9- FÁBIO COLOMBINI, 10- CANDYBOX IMAGES/SHUTTERSTOCK, 11- MARK LEIBOWITZ/CORBIS/GLOW IMAGES

Mens sana in corpore sano

Have you ever heard the Latin phrase Mens sana in corpore sano? What do you think it means?

Ciências da Natureza Linguagens

Respostas pessoais. Professor/a, é importante ouvir as ideias dos/as estudantes, lembrando-lhes de usar o conhecimento de cognatos para fazer a inferência de sentido, caso não conheçam a expressão latina. Espera-se que eles/elas percebam que a expressão significa “a sound mind in a sound body” ou “a healthy mind in a healthy body” (mente sã em corpo são).

Read these explanations for the phrase in activity 1 and check your predictions. Then answer the questions. Respostas pessoais. Professor/a, sugere-se aproveitar a atividade para discutir os benefícios do exercício físico para o corpo e para a mente.

“Mens sana in corpore sano is a Latin phrase, usually translated as ‘a sound mind in a sound body’ or ‘a healthy mind in a healthy body’. In the western world, the phrase is widely used in sporting and educational contexts to express the theory that physical exercise is an important or essential part of mental and psychological well-being. […]” Excerpt from the text available at . Accessed on August 31, 2015.

“[…] The originator of the maxim ‘Mens sana in corpore sano’ is the 1st century AD Roman poet Juvenal. Juvenal wrote it in his 10th Satire titled The vanity of human wishes. ‘Mens sana in corpore sano’ is taken out of context, and the whole sentence is ‘Orandum est ut sit mens sana in corpore sano’, which means ‘You should pray for a sound mind in a sound body’ […]. It is important to note that he was not writing about health, recreation or sport at all, […] he was not exalting physical and mental perfection, he meant only that our health is more important than the false benefits of greed and vanity. Almost nineteen centuries later (1861), [for the] first time in modern era, [the] maxim ‘Mens sana in corpore sano’ was extracted from its context by Englishman John Hulley, entrepreneur who encouraged public participation in physical education to improve health and well-being. […]” Available at . Accessed on October 7, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

a In your opinion, is a healthy mind a prerequisite for a healthy body? Is the opposite true?

b How important is physical activity for our health and well-being? c What do you do to keep your body and mind healthy? Do you enjoy physical activities? Which ones? How often do you do them? Which of the activities in the pictures on page 46 do you do?

d What do you consider a healthy lifestyle? 47

Respostas pessoais. Professor/a, sugere-se organizar os/as estudantes em grupos de cinco integrantes e pedir a cada grupo que discuta uma citação. Depois, recomenda-se que um/a representante leia sua citação e apresente as ideias do grupo. Pode-se explorar as informações

The motto Mens sana in corpore sano expresses how Western cultures view health. Read these notes from other cultures and different age groups about health. Considering your view que causaram surpresa, quais são on this subject, to what extent do these concepts make sense to you? contraditórias do ponto de vista médico (por exemplo, o consumo excessivo de sal traz problemas de saúde como a hipertensão), entre outros aspectos. Antes de começar, recomenda-se orientar os/as estudantes em relação aos modos de ver, entender e se referir à cultura do outro, a fim de evitar estereótipos.

“[For Indigenous peoples], […] well-being is about the harmony that exists between Mais informações sobre o estudo Health and Lifestyles individuals, communities and the universe. […]” encontram-se no Guia Didático, página 221.

Available at . Accessed on August 31, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

“[…] In Japan, the concept of gotai refers to the ideal of maintaining bodily intactness in life and death […]. Historically, a warrior’s practice of beheading a victim was the ultimate form of killing because it violated the integrity of the body and prevented the enemy’s rebirth. Gotai is an important reason for the low rates of surgery in Japan — compared to the United States — and the widespread popular resistance to organ transplantation. […]” MILLER, B.; ESTERIK, P. V.; ESTERIK, J. V. Cultural Antrophology. 4. ed. Toronto: Pearson Education Canada, 2009, p. 164.

“[…] Health and Lifestyles study found that older people tended to define health more in terms of being able to function and do things or care for themselves. Much of the research claiming to focus on lay perspectives in older age actually examines illness experience rather than concepts of health or well-being […]. What it tends to reveal is that the onset of chronic diseases is viewed as being inevitable in older age and part of normal transition through this specific life-stage, as such challenges to ‘health’ in older age are more or less anticipated […]. In addition, being ‘independent’ is strongly linked to ideas about being healthy […].” WARWICK-BOOTH, L.; CROSS, R.; LOWCOCK, D. Contemporary Health Studies: An Introduction. Cambridge/Malden: Polity Press, 2012, p. 23.

“[In Islamic cultures,] […] the movement in prayer is considered health-promoting, to keep the body active and the blood circulating. […] Some foods are highly recommended for their health-promoting effects (like dates, honey and pomegranate); others are prohibited due to their perceived deleterious effects on the body (pork, alcohol etc.). Ritual fasting is required during the month of Ramazan, in order to cleanse the body and spirit. […]”

2 Body and mind

Ramazan/Ramadhan 1. Islam Ramadhan is the ninth and the holiest month of the Islamic calendar. It is the month of fasting from sunrise to sunset. 2. Holy month in Islam. Available at . Accessed on August 31, 2015.

“[In Vietnam], […] a diet heavy in salt is believed to be good for pregnant women, and postpartum women should sleep over a charcoal heater to shorten the postdelivery period. […]” Available at . Accessed on August 31, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

ARTS: IGOR AOKI

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Read these excerpts taken from two books. Use the dimensions of health and well-being from the box to complete them in your notebook. Some of them can be used more than once. Then answer the questions. mental

physical

social

spiritual

PRES POLITY

emotional

“[…]

(A)

well-being is concerned with healthy

Physical

functioning, fitness and performance capacity, (B)

well-being is concerned with issues such

social

as involvement in community and interpersonal Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

relationships as well as employability and

(C)

mental

well-being — which involves a range of factors

including self-esteem and the ability to cope and adapt. […]”

BAILLIER

E TINDA

WARWICK-BOOTH, L.; CROSS, R.; LOWCOCK, D. Contemporary Health Studies: An Introduction. Cambridge/Malden: Polity Press, 2012, p. 9.

“(D) health. This means the ability to recognise emotions Emotional such as fear, joy, grief and anger and to express such emotions appropriately. (E) (or affective) health also Emotional means coping with stress, tension, depression and anxiety.”

“(F) health. For some people, (G)spiritualhealth might be Spiritual connected with religious beliefs and practices; for other people it might be associated with personal creeds, principles of behaviour and ways of achieving peace of mind and being at peace with oneself.” a Have you ever considered health from the perspective of these five dimensions? How beneficial might it be? Respostas pessoais.

b Do you believe our society promotes the other four dimensions as much as it promotes physical health? Why? Respostas pessoais.

c Which dimension(s) does each picture on page 46 represent? Talk to a partner.

Professor/a, recomenda-se que os/as estudantes trabalhem em duplas ou pequenos grupos para discutir o que veem nas imagens de abertura da unidade e como as atividades retratadas nelas contribuem para a saúde das pessoas, levando em consideração os conceitos de saúde física, mental, social, emocional e espiritual trabalhados aqui.

2 Body and mind

SCRIVEN, A. Promoting Health: A Practical Guide. 6. ed. London: Elsevier, 2010, p. 7-8.

Choose three to five questions to answer in groups. Share your ideas with your classmates.

Respostas pessoais. Professor/a, esta atividade propicia uma reflexão inicial sobre questões que serão aprofundadas ao longo da unidade. Portanto, sugere-se não trabalhá-las de maneira exaustiva. Pode-se distribuir as questões entre os grupos ou deixá-los à vontade para decidir sobre o que gostariam de discutir.

a Which health dimension(s) do you pay more attention to? Why?

b Why is it important to strike a balance among the different dimensions? Do you try to do that? c How healthy is your lifestyle? Is there anything you would like to change? d How conscious are you about what you eat? e How can spending time with the elderly contribute to their (and to your) health? f

How often do you try and learn new things? Why is lifelong learning important to your health?

g How can your personality be affected by the way you feel about your body? h How does the media encourage the stereotype that a healthy person must be slim and fit? How i

What health campaigns have you seen recently? Are they governmental or private? Which issues do they approach and what age group do they target?

What issues should your community raise regarding health awareness? How could this be done?

Exploring further Find out what the Brazilian government has been doing to encourage healthy lifestyles. You may ask your Physical Education teacher, a health professional or go online. Share your findings with your classmates.

LINGUISTIC LITERACY

Food and nutrition

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 221.

Look at this picture and answer the questions.

Ciências da Natureza Professor/a, sugere-se relembrar com os/as estudantes as cinco dimensões da saúde trabalhadas na seção anterior.

section, which health dimension is the picture about? How Physical dimension. Because it compares the body to a machine do you know that? (“a finely tuned vehicle”) and food to fuel.

LINDA JAMES/MOTIVEWEIGHT.BLOGSPOT.COM

2 Body and mind

a According to what you studied in the “Contextualization”

b What is the aim of this picture? To encourage people to eat healthily. c Can you identify some of the elements that make up the silhouette?

Fruits, vegetables and grains.

d Why do you think the author chose a female silhouette over

Respostas pessoais. Professor/a, sobre o uso da figura feminina, pode-se propor uma discussão sobre o porquê de as mulheres serem alvo de mais campanhas de saúde que os homens (talvez porque se espera que elas sejam responsáveis pela saúde da família e, uma vez conscientizadas sobre o assunto, poderão aplicar esses conceitos em seu contexto familiar). Esse pensamento deve ser problematizado, levando-se em conta os novos papéis dos componentes que formam os grupos familiares.

a male one?

Respostas possíveis. Professor/a, recomenda-se iniciar a atividade perguntando aos/às estudantes o que eles/elas lembram do conceito de grupos alimentares, aprendido em Biologia, e quais são eles. Para conferir as respostas, pode-se pedir que verifiquem o nome das colunas

Eating well is part of a healthy lifestyle. Look at these typical Brazilian meals, all considered healthy by the Brazilian Ministry of Health. Copy the following chart in your notebook and write the names of some of the items in the meals under the correct category.

da tabela, que apresenta uma das muitas divisões possíveis. Vale ressaltar que, apesar das diferenças culturais na classificação de alguns alimentos, optou-se por adotar a classificação nutricional. Após a correção da atividade, sugere-se discutir os hábitos alimentares ilustrados nas imagens, as quais representam dietas balanceadas de diversas partes do Brasil, de acordo com o Ministério da Saúde.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

harmful can this be?

TEBOO

Fruit

butter Grains, (cassava/ corn) Fats, starchy Meat cake coconut Vegetables Dairy oils and vegetables, and candy sweets cereals and protein pasta TEBOO N

butter beetroot cabbage cheese milk cole eggplant green leaf jiló lettuce okra onion potato pumpkin zucchini

açaí berry apple banana cupuaçu genipapo mango melon orange papaya pineapple prune tomato

beef beans (French/whole chicken wheat) bread (breast/leg) cassava flour egg cheese bread fish gammon coffee ground meat corn liver cornmeal omelet couscous lentils pasta rice tapioca

PHOTOS: MIN IST

ÉRIO DA SAÚDE

Milk, couscous, eggs and banana

Coffee, whole wheat bread, cheese and prune Coffee with milk, tapioca (made from cassava) and banana

Coffee and milk, cheese bread and papaya

Orange juice, French bread with butter and papaya

Coffee and milk, couscous and mango

2 Body and mind

Coffee and milk, cassava cake, cheese and papaya

PHOTOS: MINIS TÉRIO DA SA ÚD

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Coffee and milk, corn cake and melon

Rice, beans, baked chicken leg, Rice, beans, omelet and sautéed jiló

Feijoada, rice, onion and tomato vinaigrette, cassava flour, sautéed cole and orange

Tomato salad, rice, beans, grilled beef and fruit salad

Lettuce, rice, lentils, gammon, potatoes, Lettuce, tomato, beans, cassava flour, fish and coconut candy

2 Body and mind

PHOTOS: MINIS TÉRIO DA SA ÚD

cabbage and pineapple

Rice, beans, corn angu, pumpkin, okra and papaya

Lettuce and tomato, rice, beans, eggplant and cupuaçu juice

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

PHOTOS: MINIS TÉRIO

DA SAÚDE

beetroot and cornmeal with cheese

Green leaf salad, rice, beans, eggs and apple

Vegetable soup, cassava flour and açaí berry

Green leaf salad, pasta and chicken

Rice, beans, chicken leg, cabbage, pumpkin and orange

DA SAÚDE

Rice, beans, omelet, baked cassava

PHOTOS: MINISTÉ RIO

Rice, beans, chicken breast, pumpkin with okra and genipapo jam

Rice, beans, ground meat with vegetables

Available at . Accessed on February 2, 2016.

2 Body and mind

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

PHOTOS: MINISTÉ RIO DA

SAÚDE

Rice, beans, bovine liver and sautéed zucchini

Talk to your classmates about the meals in activity 2. Respostas pessoais.

a Which meals are closest to what you usually have?

b In your opinion, are those meals balanced?

c Which items do you like/dislike? d Is there any fruit or vegetable in the pictures that is typical of your state? 53

Read this text about nutrition and answer the questions in your notebook. UNIVERSITY OF ILLINOIS EXTENSION/REPRODUCTION

What Are Macronutrients?

• Carbohydrates • Proteins • Fats

Carbohydrates are mostly in foods in the starchy foods groups, but also in vegetables, fruits, dairy foods, and sugars. The primary sources of protein are meats and dairy products. Fat can be found in dairy and meats. Fat can also be added to food, such as salad dressing or margarine. Fat can also be added when food is made, such as chips, cookies, or pizza. When food is digested, the protein is broken down into amino acids; the fat is broken down into fatty acids; and the carbohydrate is broken down into glucose. It is easy to see, then, that most of the glucose (sugar) in your blood comes from the carbohydrate in foods.

Digestion Bread Meat

2 Body and mind

Margarine

Glucose Amino Acids Fatty Acids

Available at . Accessed on August 31, 2015.

a What are macronutrients?

Nutrients that provide calories and that are needed in large amounts.

b Why are they important to our health?

Because they provide energy and are important for growing, digestion and other body functions.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Macronutrients are nutrients that provide calories. Calories are used as energy in your body. Nutrients are substances needed for growing, digestion, and other body functions. Since “macro” means large, macronutrients are nutrients needed in large amounts. There are three categories of macronutrients:

c Which macronutrients does each food group mentioned in the text offer?

Starchy foods, vegetables, fruit and sugars — carbohydrates; dairy — carbohydrates, protein and fat; meat — fat and protein.

d Which food group is a source of the three types of macronutrients? Dairy.

Read the text again. Copy the spidergram in your notebook and complete it with words from the text. carbohydrates macronutrients fatty acids

EATING

Substances

nutrients

Body glucose amino acids Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

digestion

fats

proteins

growing

cookies fruits salad dressing

Food

meat

vegetables

sugars

IGOR AOKI

margarine

starchy foods

pizza

TEBOO

How much do you know about what happens in your body? Use some of the words from Professor/a, sugere-se explicar aos/às estudantes activity 5 to complete these paragraphs in your notebook. que o objetivo da atividade é fazê-los/as usar seus

fatty acids

“Both omega-3 (ω-3) and omega-6 (ω-6)

are important components of cell membranes and

are precursors to many other substances in the body such as those involved with regulating blood pressure and inflammatory responses.” Excerpt from the text available at . Accessed on September 1, 2015.

2 Body and mind

conhecimentos de Biologia e o que aprenderam com o texto para empregar corretamente as palavras.

IGOR AOKI

chips

dairy

Digestion

“[…]

time varies between individuals and between men and women. After you eat, it takes

about six to eight hours for food to pass through your stomach and small intestine. Food then digestion

enters your large intestine (colon) for further

, absorption of water and, finally, elimination of

undigested food. […]” Excerpt from the text available at . Accessed on September 1, 2015. Reprinted from the MayoClinic.com article “Digestion: How long does it take?” © Mayo Foundation for Medical Education and Research. All rights reserved.

“[…] Our bodies digest the food we eat by mixing it with fluids (acids and enzymes) in the carbohydrates

stomach. When the stomach digests food, the

(sugars and starches) in the food [break] down

glucose

into another type of sugar, called

. […]”

amino acids

“[…] The human body uses

proteins

to make

to help the body: break down food, grow, repair body

Amino acids

tissue, perform many other body functions.

can also be used as a source of energy by the body.

[…]”

IGOR AOKI

Excerpt from the text available at . Accessed on September 1, 2015.

Discuss these questions about your eating habits with your classmates.

Respostas pessoais.

a Do you consume more carbohydrates, fats or proteins daily? b Do you think you eat healthily? c What could you do to improve your diet? d How does your diet reflect your identity? e Are your eating habits similar to or different from your classmates’ and friends’? Are they typical of people your age, the place you live etc.?

Exploring further

Professor/a, espera-se que os/as estudantes se conscientizem, por meio desta pesquisa, da importância do consumo adequado das gorduras poli-insaturadas para os sistemas cardiovascular e imunológico. As melhores fontes são as oleaginosas, a rúcula, os óleos vegetais e peixes como o salmão, o bacalhau e o atum. Sua deficiência no organismo pode causar ansiedade e depressão.

2 Body and mind

Find examples of food rich in omega-3 and omega-6. How much of them should we consume daily? What problems can omega-3 or omega-6 deficiency cause? Compare your findings with your classmates’ and tell them if you have been having enough of these substances in your diet.

LINGUISTIC LITERACY Professor/a, o uso de countable and uncountable nouns é sistematizado no “Language reference”, página 176. Sugere-se usar a seção a seu critério.

Expressing quantity: countable and uncountable nouns

Do you like eating bread? How often do you eat it? In your opinion, is bread bad for you? How much is too much? Talk to a partner. Respostas pessoais. 56

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Excerpt from the text available at . Accessed on September 1, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

Read this text about bread. How similar are your ideas to the author’s? Does the text make you want to change the amount or the type of bread you usually eat? Talk to your partner.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

RODUCTION ETS.NET/REP CALORIESECR

Respostas pessoais.

“[…] We have been eating bread for hundreds of years, so will we really benefit from cutting this staple food out of [our] diet or is there a place for bread in a healthy eating regime? Benefits of bread Not all breads are created equal, […] however if a ‘healthy’ variety of bread is part of the diet, it can offer nutritional benefits. Bread can be a great source of fibre, which is essential for a healthy digestive system and can also play a role in [having a healthy heart]. […]

Is the bad press justified? Bread is often portrayed in a negative light due to the fact that it is such a high source of carbohydrate. […] Certainly there is some evidence that low carbohydrate diets can result in weight loss, but in many cases this is simply due to [the] follower eliminating carbs and not replacing them with other foods; this means they are consuming less calories overall, which is bound to result in weight loss. However, there is no evidence to suggest that a diet that contains the correct amount of calories cannot include some carbohydrate sources, including bread. […] How to choose the best bread for your health […]

Breads made from whole grains are generally more nutrient rich and [have a] lower GI, as are those containing seeds. Rye and buckwheat flour bread also tend to have a lower glycemic index.

There are some enriched white breads that now contain high amounts of fibre and whilst these are a better option than the average white sandwich loaf, a less processed loaf is still more desirable. […] How much bread is too much? […] [Carbohydrate foods include] not only bread but other carbohydrate sources such as pasta and rice, so this needs to be taken into account when thinking about [serving] sizes. An ounce serving equates to one slice of bread, but be aware that thickly sliced bread, bread rolls and some flat breads may contain a far greater amount of calories than a normal sandwich thickness. As a rule, the equivalent of two sandwich slices of bread for a breakfast as toast or as a sandwich at lunch is an appropriate amount for most people. […]”

Available at . Accessed on September 1, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […]. Occasional linguistic adjustments to fit standard language marked with [ ].

2 Body and mind

Find the words “bread”, “breads”, “slice”, “slices” and “loaf” in the text. Then do the activities Professor/a, com esta atividade pretende-se desconstruir a ideia de que palavras como fruit, food, meat, coffee etc. nunca in your notebook. aparecem no plural, pois, dependendo do contexto, elas podem ser uncountable nouns e não ter plural ou ser countable

nouns. Alguns exemplos: fruit (frutas em geral) e fruits (variedades de frutas); food (em geral) e foods (variedades de alimentos); meat (carne em geral) e meats (variedades de carnes); coffee (substância) e coffees (subentendido como uma quantidade de líquido preparado, como em “two coffees”). É importante lembrar, contudo, que, Identify which one(s) refer to: certa quando essas palavras são tratadas como uncountable nouns, podem ser acompanhadas de um partitivo (loaf of, slice of etc). A certain quantity of this food. slice, slices, loaf

II Food made from flour and water and baked in an oven. III The different types and shapes this food comes in.

bread

breads

b According to your answers to item “a”, what is the difference between “bread” and “breads”? “Bread” is the name of the food and “breads” indicates the different types and shapes of this food.

Read these other questions about nutrition. How would you answer them?

Respostas pessoais.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Available at . Accessed on September 1, 2015.

PHOTOS: REPRODUCTION

Available at . Accessed on September 1, 2015.

5 I

In your notebook, match the questions in activity 4 to the answers from the texts. “[...] Like grains and pseudograins, legumes contain phytic acid. […] It doesn’t steal any nutrients that are already in your body, but it does make that bowl of lentils a lot less nutrient-dense than the Nutrition Facts panel would have you believe. [...] Rather than labeling any amount of phytates as harmful, it’s more precise to say that the effects on the body depend on how much you eat. [...]”

III

“[...] You don’t need any bread to stay healthy; any grains can meet your needs. [...]”

“You don’t need to eat any meat to survive. [...] You can obtain all of the nutrients found in meat from non-animal sources, but in some cases nutrients are more easily obtained from meat. Eating too much meat can have negative health effects.” c “[...] I usually use only 2 slices and a piece of cheese. [...]” 58

IGOR AOKI

2 Body and mind

Professor/a, sugere-se perguntar aos/às estudantes por que as afirmativas são falsas (some se refere a quantidades pequenas; any pode também ser usado no plural e na afirmativa, como nos exemplos da atividade 5) e solicitar que criem mais exemplos para ilustrar os conceitos aqui enfocados (podem pensar no que têm na geladeira de casa, no que comem “Some” refers to definite quantities. False. Some refers to indefinite quantities. em muita ou pouca quantidade etc.).

Based on activities 2-5, decide if the statements are true or false.

b “Meat”, “cheese”, “rice”, “pasta” and “bread” are uncountable nouns.

True

c “Any” is used only with singular nouns and in the negative. False. Any refers to the nonassertive d “Many” is used for countable items.

True

e “Much” is used for food seen as a mass. f

expression of indefinite quantities (so it is usually — but not exclusively — used in the negative and interrogative forms).

True

“There is” is used before singular nouns and “there are” is used before plural nouns.

True

g In order to ask a yes/no question about quantity, the expression “Is/Are there” is used.

True

In your notebook, complete the nutrition summaries of the servings with the words from the box. Professor/a, recomenda-se dizer aos/às estudantes que as palavras do boxe indicam quantidades de líquidos e alimentos.

bottle

can

cup

piece

slice

tablespoon

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

a salad dressing

Source: Generic

Food database and calorie counter

Salad Dressing

Nutrition Facts Serving Size 1 tbsp

Nutrition summary:

Amount per Serving Calories from Fat 56

% Daily Values* Total Fat 6.17g

Saturated Fat 0.926g

Polyunsaturated Fat 2.957g 0%

Serving Size

Sodium 197mg

• 1 tbsp

FATSECRET.COM/REPRODUCTION

Potassium 7mg Total Carbohydrate 1.41g

Dietary Fiber 0g

Sugars 1.22g Protein 0.13g Calcium 0%

Iron 0%

Protein 0.13g

• 1 oz

Calories 60 110

• 1 packet

170

• 100 g

387

• 1 cup

968

Related Types of Salad Dressing:

*Percent Daily Values are based on a 2000 calorie diet. Your daily values may be higher or lower depending on your calorie needs. Nutrition Values are based on USDA Nutrient Database SR18

Carbs 1.41g

There are 60 calories in 1 of Salad Dressing. Calorie breakdown: 90% fat, 9% carbs, 1% protein.

Cholesterol 1mg

Vitamin C 0%

tablespoon

Common Serving Sizes:

Monounsaturated Fat 1.667g

Vitamin A 0%

Fat 6.17g

2 Body and mind

Calories 60

Low Calorie Salad Dressing Ranch Salad Dressing Italian Salad Dressing Caesar Salad Dressing

Available at . Accessed on October 27, 2015.

slice

cup

Available at . Accessed on September 1, 2015.

bottle

Available at . Accessed on September 1, 2015.

carrot cake with icing

FATSECRET.COM/REPRODUCTION

Available at . Accessed on September 1, 2015.

piece

Available at . Accessed on September 1, 2015.

Based on the nutritional information presented in activity 7, answer these questions in your notebook.

a How many carbs are there in a bottle of tonic water? What percentage of this drink is carbs? 2 Body and mind

Does this information surprise you?

29.57 g; 100%. Respostas pessoais.

b How many grams of fat are there in a slice of cheddar cheese? What percentage of the cheddar cheese is fat? Why should we eat it in moderation?

9.28 g; 72%. Because it has too much fat.

c How much protein is there in one tablespoon of salad dressing? 0.13 g. d Which of these two snacks is healthier: a cup of plain yogurt or a slice of carrot cake? Which one The plain yogurt is healthier because it is less caloric, contains less fat and carbs and more protein.

do you like best? Respostas pessoais. 60

FATSECRET.COM/REPRODUCTION

can

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

e tonic water

FATSECRET.COM/REPRODUCTION

d soda

FATSECRET.COM/REPRODUCTION

c plain yogurt FATSECRET.COM/REPRODUCTION

b cheddar cheese

Work in groups. Compare your eating habits by asking your classmates some questions.

Respostas pessoais.

Useful language

How much milk do you drink?

How much/many of these foods and drinks do you consume daily? When do you usually consume them? What should you consume more/less to have a healthier diet?

I drink some milk for breakfast and sometimes I have a glass before going to bed.

10 Based on everything you have studied so far about healthy eating, what is your opinion about your eating habits? Are there any changes you could make to have a better diet? Discuss with Professor/a, sugere-se usar esta atividade de reflexão como um fechamento dos assuntos tratados até aqui na your classmates. unidade. Se possível, recomenda-se convidar um/a nutricionista para conversar com a turma.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

WRITING LITERACY

Eating traditions and identity

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 222.

Before writing 1

Do you believe eating habits and traditions are related to a community’s identity? How? Respostas pessoais.

The text below is about eating habits in India. Read it and answer the questions in your notebook. Then compare your answers with a partner.

“Eating Habits in the Indian Culture By Kim Fuller eHow Contributor

Food Eating habits of the Indian culture are based on culinary traditions. Most dishes feature meat or vegetables mixed with sauce and rice. Many Indians are vegetarian, so eating habits are often based on a diet that excludes all meat. When meat is incorporated in dishes, it is most commonly in the form of chicken, beef or lamb, and sometimes seafood, such as prawns. The majority of the Indian population is Hindu, so beef and pork are often excluded from Indian dishes due to religious requirements.

2 Body and mind

EHOW.COM/REPRODUCTION

The eating habits in the Indian culture are largely based on religion and tradition. A high-vegetable diet with no beef and generally no pork comes from the Hindu religion. Habits of how and when food is consumed are also based on social traditions, and most families form their particular habits around a combination of cultural and family traditions.

Timing There are three main meals in the Indian culture, so the meal timing is similar to western cultures. In India, most people eat a morning meal, a mid-day meal and an evening meal. The evening meal is generally the biggest meal of the day, followed by the mid-day meal. Any time curries and rice are not being eaten, breads, fruits and vegetables are consumed. Company Meals are most often eaten with family members. Indian families create their eating habits around the schedules and preferences of everyone in the family. Women traditionally do most of the food preparation for the household. Mannerisms Cutlery is not traditionally used to eat food in the Indian culture. Food is meant to be a whole sensory experience, so an eating habit in the traditional Indian culture is to consume Indian foods such as curry, rice and naan bread by picking [them] up using the hands. Bread is often used to scoop up the curry sauce and rice, and it is dipped into traditional soups such as daal, a lentil-based soup. Indian people are supposed to eat with their right hands, because eating with the left hand is sometimes considered to be unclean.”

Respostas pessoais. Professor/a, é possível que os/as estudantes mencionem a escolha de ingredientes relacionada à religião predominante do país, o costume de fazer refeições em família e o hábito de comer os alimentos com as mãos. É importante reforçar o texto apresenta hábitos comuns, mas que não devem How are eating habits related to the Indian identity? que ser vistos de forma generalizante ou estereotipada.

b What are the main topics mentioned in the text?

Respostas possíveis: Common dishes and ingredients found in Indian culinary, time and number of meals, if people eat alone or with others, manner of eating.

Read this excerpt from the book Alimentos Regionais Brasileiros. Can you think of an example Professor/a, espera-se que os/as estudantes apresentem exemplos regionais to illustrate the highlighted segment? do tipo “Os gaúchos gostam de churrasco.”; “Feijoada é um prato carioca.”; “Os

MINISTÉRI

2 Body and mind

O DA SAÚD

mineiros gostam de queijo e doce de leite.”; “Na Bahia, a comida é apimentada.” etc. Recomenda-se discutir até que ponto essas visões são mesmo representações da identidade da população ou se são informações estereotipadas que precisam ser desconstruídas. Para tanto, pode-se enfocar a visão que pessoas de fora têm da comunidade dos/as estudantes e até que ponto essa visão espelha a realidade.

“Ainda que haja diversidade de alimentos no mercado, o hábito é uma condição da estrutura do campo doméstico, da tradição, e que implica reproduzir sensações mais conhecidas. Nessa conjugação tradicional, o gosto é uma marca, um valor afetivo do indivíduo, uma identidade social reveladora da condição de sujeito em que a regionalização está presente nas tradições do comer.” BRASIL. Ministério da Saúde. Secretaria de Atenção à Saúde. Departamento de Atenção Básica. Alimentos regionais brasileiros. 2. ed. Brasília, 2015, p. 443. Available at . Accessed on February 25, 2016.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Available at . Accessed on September 2, 2015.

Writing 4

Work in groups to write a text about the social identity of your community through its eating traditions. Follow these steps. Respostas pessoais. a b

Collect information on what is typical of your community in terms of eating habits. Some possible topics are: types of meals and what people in your community usually have at each of them, what time people usually have them, typical dishes, where one can eat healthily in your community, some typical fruit and vegetables, their characteristics and culinary uses, when they are in season, their nutritional content etc. Talk to people who can help give credibility to your research (a restaurant owner, a cook, a nutritionist, a historian, an elderly person who was born in the community etc.). Is there any reason why your community has such habits? Who do they come from (Indigenous people, immigrants, colonizers, Africans etc.)? Decide how to organize and present the information gathered. You may use the text in activity 2 as an example. Remember to include (some of) the following: • a title; • information presented in blocks under headings; • examples; • sources (where the information comes from);

IGOR AOKI

• verbs in the present simple. Write your text.

After writing 5

Invite your teacher and your classmates to read your text and compare it to theirs. How similar/different are they? Do they cover the same topics? Is there anything you would like to add to or remove from your text? Make any necessary adjustments. Respostas pessoais.

Make an exhibition of your texts and invite other classes to visit it. You may bring some typical foods and dishes to illustrate the event and invite someone you interviewed to share what they know and answer questions. After that, the texts may be displayed at the nearest tourist information center. Respostas pessoais. Discuss 2 Body and mind

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Think about possible visitors to your community. What information, regarding your cultural identity, do you think they should have access to?

How much did you learn about your community’s identity with this writing activity? What do you think is the best characteristic of your community’s identity? Do you think you are representative of your community’s eating habits? In what ways? Does your community have healthy eating habits? How can your community improve its eating habits? 63

LINGUISTIC LITERACY

Sports, identity and health

Professor/a, sugestões de atividade extra para esta seção encontram-se no Guia Didático, página 222.

Linguagens

Look at this web page about a sports event in Brazil and answer: what does it have in common Both are international with the 2016 Olympic Games? What are the differences? events and involve

sports, athletes from different ethnicities and competitions. The difference is that these Games are just for indigenous peoples (though from different ethnicities). They include a few Westernstyle competitions and many indigenous traditional games, emphasizing the indigenous cultures, as well as a huge number of noncompetitive demonstration events to showcase the living heritage of their games.

“THE GAMES

Following the success of the 2014 FIFA World Cup, Brazil has consolidated its position as a leading host of sporting mega-events. The next challenge it faces is the realisation of the first World Indigenous Games (I-Games 2015, Jogos Mundiais dos Povos Indígenas), a multisport event with over 2,000 participating indigenous athletes from 30 countries that will be taking place in Palmas (TO) from the 23rd of October to the 1st of November. The indigenous peoples, coming from all over the country and the world, will mingle with each other and be shown the touristic hubs of Palmas — uniting the city and the community with the participants of the games during the first three days, and compete in the next 10. The first World Indigenous Games are a project conceived by Marcos Terena’s Intertribal Council (ITC), and grew [out of] the national Jogos dos Povos Indígenas that began in 1999. It is a joint effort by the ITC, the Brazilian Ministry of Sport, and the Municipality of Palmas. Led by the ideal that “Em 2015, somos todos indígenas” (“In 2015, we are all indigenous”), Palmas, the capital of [the state of Tocantins,] is preparing itself to receive dozens of delegations of indigenous peoples from every corner of the Earth. The municipal government has gone so far as to create the Extraordinary Secretariat for the Indigenous Games to oversee the organisation of the Games. As well as peoples from all the Americas, delegations will be arriving from Australia, Russia and the Philippines. From Brazil alone, 24 Indigenous ethnicities will be taking part [in the competition].

2 Body and mind

They will compete in a variety of sporting events, ranging from a few Western-style competitions (football, athletics) to many indigenous traditional games. Some will be played competitively, such as canoeing, archery and corrida de tora, but there will be a huge number of [noncompetitive] demonstration events in which indigenous peoples have chosen to showcase their living heritage of games. A good example is xikunahity, a football-style game in which the ball is controlled only with the head. This will run parallel to a comprehensive programme of [discourses] and celebration of culture, which includes the latest Indigenous People’s Social Forum, activities for indigenous women, lecture series and fairs. Most events will be led by the indigenous peoples themselves and together we will create a festival that brings together the diversity represented in the Games, [the] culture from [...] Tocantins […] and from the world.” Available at . Accessed on September 3, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

JOGOSMUNDIAISINDIGENAS.COM/REPRODUCTION

Now identify the sports in the pictures using the names from the box. Which ones are part of Professor/a, sugere-se estimular os/as estudantes a usar cognatos e inferência para completar a the World Indigenous Games? atividade. Respostas: a) table tennis; b) tree-trunk relay race; c) wrestling; d) capoeira; e) archery;

f) skateboarding; g) tug-of-war; h) volleyball; i) soccer (no texto, é usado football); j) futsal; k) swimming; l) xikunahity; m) athletics; n) beach soccer; o) spear toss; p) traditional canoeing. As imagens “b”, “c”, “e”, “g”, “i”, “k”, “l”, “m”, “o” e “p” representam esportes dos Jogos Mundiais dos Povos Indígenas. archery athletics beach soccer capoeira

skateboarding

table tennis

PHOTOS: A- NIGHTANDDAYIMAGES/GETTY IMAGES, B- RICARDO TELES/PULSAR IMAGENS, C- RICARDO TELES/PULSAR IMAGENS, D- CESAR DINIZ/PULSAR IMAGENS, E- UESLEI MARCELINO/REUTERS/LATINSTOCK, F- SARAH JESSUP/ SHUTTERSTOCK, G- RICARDO TELES/PULSAR IMAGENS, H- PAOLO BONA/SHUTTERSTOCK, I- ERALDO PERES/AP PHOTO/GLOW IMAGES, J- PETE NORTON/GETTY IMAGES, K- UESLEI MARCELINO/REUTERS/LATINSTOCK, L- LEONARDO BENASSATTO/FUTURA PRESS, M- UESLEI MARCELINO/REUTERS/LATINSTOCK, N- A_LESIK/SHUTTERSTOCK, O-LEONARDO BENASSATTO/FUTURA PRESS, P- LEONARDO BENASSATTO/FUTURA PRESS

tug-of-war

soccer

traditional canoeing volleyball

spear toss

swimming

tree-trunk relay race

wrestling

xikunahity

2 Body and mind

futsal

Talk to a partner.

Respostas pessoais.

a Do you do any of the sports in activity 2? Which one(s)? b Would you like to try any of them? Why? c Is there any sport you think is not healthy? Why? d What other sports do you practice? How do they contribute to your health?

Exploring further Which sports are Olympic sports? Which ones are typically Brazilian? Choose a sport, find out more about its history, rules, where it is played etc. You may ask your Physical Education teacher, a sportsperson in this field or go online. Make an oral presentation about the sport you chose to your classmates.

e In what ways do the sports you do represent your identity?

Professor/a, é importante aproveitar as quatro primeiras perguntas para discutir a questão identitária nos esportes, abordada no item “e”, problematizando os grupos que se formam e suas características próprias, tais como vestimentas, músicas, hábitos alimentares, locais que frequentam etc. Sugere-se discutir, ainda, como essas identidades podem acabar colaborando para a construção de estereótipos.

Discuss

How much importance did the media give to each event? Which one was given most/least attention? Why do you think that happened? Which of these three sports events best represents the Brazilian identity? Why do you think so? Do you agree that “taking part is more important than winning”? Why?

Exploring further

Professor/a, sugere-se abrir a discussão para todos/as os/as estudantes, encorajando opiniões baseadas no conhecimento de mundo que eles/elas têm sobre eventos esportivos como as Olimpíadas e a Copa do Mundo e sobre os esportes (olímpicos/não olímpicos) que normalmente são veiculados na mídia.

Go online and find out more about the history of xikunahity. What does it tell you about the cultural identity of the Paresi people and their concepts about the head and the body? Share your findings with the class. Professor/a, informações adicionais sobre o xikunahity encontram-se no Guia Didático, página 222.

Sport may affect not only the body, but also the mind. Read this excerpt from a research carried out in Canada and answer the questions in your notebook.

SCIENCE DAILY/REPRODUCTION

Professor/a, sugere-se explicar aos/às estudantes que o texto apresentado faz parte de um resumo de um artigo científico e, então, perguntar qual seria a função comunicativa do texto (informar o público sobre a pesquisa e seus resultados). Pode-se também perguntar quais elementos são apresentados (contexto da pesquisa, método de investigação, propósito do estudo, resultados e considerações sobre os resultados).

“Mental health wins when teens play school sports Date: July 1, 2014

2 Body and mind

Source: Health Behavior News Service, part of the Center for Advancing Health […] ‘It is important that school administrators recognize the importance of sport participation and physical activity,’ said lead author Catherine M. Sabiston, Ph.D., of the University of Toronto. […]

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

What do you remember about the 2014 World Cup, the I World Indigenous Games and the Rio 2016 Olympics? Did you attend/follow any of these events? Which one(s)? What did you think of it (them)?

Almost 850 students from 10 Canadian schools were surveyed in each grade during the five years of secondary school about their participation in school sports, such as basketball, soccer, track and field, wrestling, and gymnastics. Three years after graduation, participants were asked about how often they experienced depressive symptoms, the amount of stress in their lives, and how they rated their mental health on a scale of 1 (poor) to 5 (excellent). The results found that those who were involved in school sports had better scores on all three mental health assessments compared with those who did not play sports at all. Playing school sports during adolescent years was significantly linked to lower depression symptoms, lower perceived stress, and higher self-rated mental health in young adulthood. […]

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

‘There is surprisingly little known about school sport, so we can only speculate as to the unique effects, but we suspect it might be due to school sport providing adolescents with opportunities to bond with other students, feel connected to their school, interact with their peers and coaches, thus, really providing a social and active environment,’ she explained. […]” Available at . Accessed on September 4, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

a What did the scientists investigate? b What did they find out?

The relationship between mental health and school sports.

Teens who played school sports have better mental health in adulthood than those who didn’t.

c Which physical activities do Canadian teens do at school? Are they the same as the ones you do at your school?

Basketball, soccer, track and field, wrestling and gymnastics. Respostas pessoais.

d Do you believe sport can help you control stress? Why?

Respostas pessoais.

e Do/Did your P.E. classes provide you with the same opportunities mentioned in the last paragraph of the text?

Respostas pessoais.

What is your opinion about your P.E. classes? Is/Was there any activity you would like to have in your school curriculum? Respostas pessoais.

g Have you ever considered whether the sports you do today could have a long-lasting effect on your life? Respostas pessoais. How might the information provided in this section affect the way you see the importance of physical activity to your life now and in the future? Do you believe you should be more active than you are now? What benefits could this change bring to your quality of life? Respostas pessoais. 2 Body and mind

Exploring further Ask your P.E. teacher about the different types of physical activities (aerobics, muscle-strengthening, bone-strengthening etc.) and how each of them can help you improve your body and mind condition. Have you been doing them often enough? 67

AUDIO LITERACY

Stress and health

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 223.

Before listening 1

Do you usually feel stressed? In which circumstances?

Read this text and answer: when can stress be a good thing? When can it be a bad thing?

Respostas pessoais.

Available at . Accessed on September 4, 2015.

How often do you experience the following stress-related symptoms? What situations can make you feel this way? Tell a partner and compare your answers. Respostas pessoais. Anger, excessive worry, frequent headaches and/or gastrointestinal problems, increased levels of anxiety and/or panic episodes, increased sadness, insomnia or sleeping difficulties, irritability, lack of concentration, lack of motivation, overeating/undereating and social withdrawal.

2 Body and mind

Information available at ; . Accessed on September 4, 2015.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

MTSTCIL.ORG/REPRODUCTION

Professor/a, espera-se que os/as estudantes percebam que o estresse pode ser considerado bom quando ocasionado por uma situação de perigo físico. Por sua vez, pode ser ruim quando causado por problemas emocionais.

In your notebook, complete the text with the types of stress from the box. Family

Performance

Physical

Social

“[…]

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Recognizing the Different Types of Stress Teenagers face many different types of stress. And while they may be good at dealing with one type of stress, another type might cause many more problems. Social

• (A) Stress: This includes peer pressure, bullying, teasing, striving to be popular and finding romance. Physical

MYBLUEPRINT.CA/REPRODUCTION

• (B) Stress: Caused by the rapid hormonal, emotional, physical […] and developmental changes in your body. Family

• (C) and Environmental Stress: Stress can be caused by problems at home, like divorce or death of a family member, financial problems or health problems. Performance

• (D) Stress: This type of stress can be caused by pushing yourself too hard to do well in school, work or after school activities. It’s easy to exhaust yourself by over scheduling yourself. […]” Available at . Accessed on August 8, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

Listening 5

Listen to seven teens talking about what stresses them out. Identify the type(s) of stress each one faces, according to activity 4.

a Thalia, 13 b Will, 15

e Charlie, 16

social stress

family/environmental stress, performance stress

c Finn, 15 d Kayla, 13

performance stress

Tim, 16

performance stress

2 Body and mind

Professor/a, sugere-se perguntar aos/às estudantes quais palavras ou colocações usadas pelos/as adolescentes do áudio os/as ajudaram a responder cada item, já que algumas situações podem englobar mais de uma resposta, dependendo da interpretação, de forma que as respostas indicadas são apenas possibilidades. Caso algum tipo de estresse não apareça na atividade, pode ser interessante discutir se ele é comum na realidade deles/delas.

performance stress

g Lydia, 17

performance stress

performance stress Extract from the audio available at . Accessed on August 15, 2015.

Listen to the extracts again. Identify the features of spoken language each speaker uses, Professor/a, recomenda-se trabalhar as características da linguagem according to the information in the “Tip” box. oral apresentando exemplos de cada item. Após a atividade, sugere-

-se discutir por que há essas diferenças entre a fala e a escrita, e como essas características são importantes para que as pessoas possam se expressar de modo natural quando falam. Thalia pauses, hesitation and fillers; direct quotes

Tip

b Will

pauses, hesitation and fillers; repetition, unfinished/modified sentences

c Finn d Kayla

pauses, hesitation and fillers; repetition, unfinished/modified sentences pauses, hesitation and fillers

e Charlie pauses, hesitation and fillers; repetition, unfinished/modified sentences

f g

Tim pauses, hesitation and fillers; repetition,

unfinished/modified sentences pauses, hesitation and fillers; repetition, unfinished/ Lydia modified sentences; direct quotes

Features of spoken language * Pauses, hesitations and fillers: items that speakers insert in spontaneous speech as a strategy to get time to plan what to say. * Repetition, unfinished/modified sentences: mechanisms of economy in talk-in-interaction. * Direct quotes: the use of someone else’s exact words in order to support a point.

Extract from the audio available at . Accessed on August 15, 2015.

Listen to the same teens talking about what they do to deal with stress. Decide if the statements are true or false and correct the false ones. Write your answers in your notebook.

a Will and Finn mention music as a stress relief.

True

b Kayla likes to be with her friends when she is upset.

False. She likes to be on her own.

c Tim can’t forget his problems and relax when he is stressed. He tries to step back from all the pressure as much as possible.

d Lydia tries to be optimistic to calm down.

False

True

Extract from the audio available at . Accessed on August 15, 2015.

After listening Read these “Seven Stress Tips” written by teens participating in the Summer Wellness Programs at a medical foundation. Then answer the questions in your notebook. PAMF.ORG/REPRODUCTION

“Seven Stress Tips Family problems, not enough time, trouble with friends — these are just a few of the many things that cause stress. These seven tips can help. 1. Allow plenty of time. Being too busy is a big source of stress. 2. Exercise. It’s a great stress buster. 3. Get plenty of rest and eat well. You’ll be able to handle stress better when it does come up.

2 Body and mind

4. Discuss your problems with a friend or family member. 5. When stress hits big, take a time-out. A few minutes away from the problem can help. 6. Breathe deeply — slowly in, slowly out. Think of something pleasant. 7. Ask for help. If you feel like your stress is just too much, talk with your family, a friend, or a counselor.” Available at . Accessed on September 4, 2015.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

a Which tips do these teens follow? I Tim

II Finn

III Lydia

b What do you think about the teens’ strategies to deal with stress? What do you usually do? How effective is it in your opinion? Respostas pessoais.

c Have you ever tried doing physical activity to get rid of tension and relax? Would you try it? Respostas pessoais.

d Is there any other tip you would like to try? Why? Respostas pessoais. Discuss

Which speaker do you most identify with? Why?

Are you experiencing stress at the moment? What is causing it? How have you been dealing with it? Do you have any of the symptoms listed in activity 3? Would any of the tips from this lesson help you?

LINGUISTIC LITERACY

Expressing levels of obligation: modal auxiliaries

Professor/a, o uso de auxiliares modais para expressar modulação/ obrigação é sistematizado no “Language reference”, página 178. Sugere-se usar a seção a seu critério.

Read these excerpts from texts about health. In your notebook, write their corresponding titles from the box. Avoid dieting

How much activity?

How to Have a Balanced Health Triangle

“ How much activity? […] Kids and teens should get at least 60 minutes of moderate to vigorous physical activity every day. They can get even more health benefits from doing a couple of hours of physical activity every day. To help kids and teens be active every day, they need opportunities for sport, play and exercise at school, after school and on weekends. Physical activity doesn’t all have to happen at the one time. It can be accumulated throughout the day; by walking or riding to and from school, being involved in activities at school, active play at home or taking part in [an] organised sport after school and on weekends. […]” Excerpt from the text available at . Accessed on September 4, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

“ Avoid dieting […] There is no such thing as ‘good’ foods or ‘bad’ foods, so you don’t need to cut certain foods from your diet completely. All foods can be part of healthy eating — you just need to eat them in the right amounts. You should eat fruits, vegetables and dairy foods every day, but put sugary and fatty foods in the ‘occasional’ basket. […]” Excerpt from the text available at . Accessed on September 4, 2015.

“ How to Have a Balanced Health Triangle Imagine an equilateral triangle with three sides. One stands for physical, one for mental, and one for social. These make up the health triangle. In order to have a balanced health triangle, you must be not only physically fit, but mentally and socially healthy as well. If you are not physically fit, for example, that affects the mental side as well, because you may not be happy about your weight. If you are not socially well, that side of the health triangle gets smaller. […]” Excerpt from the text available at . Accessed on September 4, 2015.

2 Body and mind

IGOR AOKI

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

What type of stress is most common among those kids? What about your context? What are the similarities and differences?

Which of the texts would you like to continue reading? Why?

Look at the highlighted words in the excerpts in activity 1. What idea does each of them express? Complete the chart in your notebook. Highlighted words have to

Respostas pessoais.

Meaning strong obligation: imposition strong obligation

must

strong obligation: necessity

should

need to can

medium obligation: suggestion

not need to not have to

weak obligation (it’s up to you) lack of obligation/lack of necessity

Read these quotes teens shared with Sean Covey, an internationally acclaimed motivational writer for kids and teens. What health dimension is at stake in each situation? What type of stress is each teen facing? Use the information from the boxes on the next page to discuss Professor/a, sugere-se revisar o conceito de dimensões da saúde, trabalhado na seção these questions with a partner. “Contextualization”, e os tipos de estresse, abordados na seção “Audio literacy”. Recomenda-se

pedir aos/às estudantes que justifiquem suas respostas e as discutam, uma vez que as apresentadas são apenas sugestões possíveis. Se eles/elas se sentirem à vontade, podem comparar as situações nas citações com as suas experiências e o modo como têm lidado com elas. Informações adicionais sobre Sean Covey encontram-se no Guia Didático, página 223. Teen 1— Health dimensions: social and emotional. Stress type: performance. Teen 2 — Health dimensions: mental and emotional. Stress type: social.

Teen 1:

REPRODUCTION

Teen 2:

Teen 3:

Teen 4:

“[…]”

Teen 3 — Health dimensions: social and emotional. Stress type: family/environmental. Teen 4 — Health dimension: social. Stress type: social. Teen 5 — Health dimensions: physical, mental and emotional. Stress types: performance, physical, social. Teen 6 — Health dimensions: mental and emotional. Stress type: performance. Teen 7 — Health dimension: emotional. Stress type: physical (to get moody and depressed may be a result of hormonal changes).

Teen 6: REPRODUCTION

2 Body and mind

FIRESIDE

Teen 5:

Teen 7:

COVEY, S. The 7 Habits of Highly Effective Teens. New York: Touchstone, 2014, p. 4-5.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

K TEBOO

strong obligation (not to do something)

TEBOO

must not

medium obligation: (negative) suggestion

should not

lack of obligation

Health dimensions Physical: healthy functioning, fitness, performance capacity. Social: involvement in community, interpersonal relationships, employability. Mental: self-esteem and the ability to cope and adapt. Emotional: recognition and expression of emotions, coping with stress, tension, depression and anxiety. Spiritual: for some, religious beliefs and practices; for others, personal creeds, principles of behavior and ways of achieving peace of mind and being at peace with oneself. Stress types Physical: caused by hormones and rapid changes in the body that many teens go through. Family/environmental: problems at home (fighting, divorce or financial stress). Performance: the pressure to do well in school, jobs or other activities outside school.

If you were an advisor, what would you say to each person? Work in pairs. Choose three quotes from activity 4 and write short messages to help those teens overcome their sugere-se pedir aos/às estudantes que escrevam cada mensagem em problems. Use the words in activity 3. Professor/a, um pedaço de papel e os coloquem em uma caixa.

Share your messages with your classmates. Which one, in your opinion, offers the best advice for each teen? Why? Professor/a, sugere-se distribuir as mensagens coletadas, solicitar voluntários/as para lê-las e, depois, discutir as ideias apresentadas.

Look at this stress management diagram. Think about the things you could do to control your stress levels. Talk to a partner about what you think is highly important to you, what would be a good idea to do and what you don’t think is important/good for you. Respostas pessoais. Share your Feelings

Laugh Do Yoga

Play/Listen to Music

stress management

Enjoy Nature

Exercise Manage Your Time

Sleep

I don’t have to take up meditation because I’m a very relaxed person, but I must exercise more often as I’m a bit overweight.

I exercise a lot, but I should go to sleep earlier. I’m always tired in the morning.

Take up Meditation

2 Body and mind

IGOR AOKI

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Social: result from peer pressure, bullying, teasing, romance and friends.

ORAL LITERACY

Beauty, identity and health

Professor/a, recomenda-se deixar os/as estudantes à vontade para discutir as questões levantadas nesta seção. É importante respeitar as dificuldades e os problemas que eles/elas possam estar vivenciando, bem como o fato de que talvez não queiram se expor. Sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 224.

Ciências Humanas

Before speaking

Discuss these questions with your classmates.

Respostas pessoais.

a Have you ever felt the need to do

b Where did this influence come from?

something or to behave in a certain way because of an external influence? 6

c How did you deal with it?

Listen to the first part of a documentary about teen stress and answer the questions.

a What type of teen stress does it focus on? I Family/environmental stress. II Social stress.

Professor/a, sugere-se remeter os/as estudantes aos textos sobre os tipos de estresse na página 69. Recomenda-se discutir com eles/elas se somente as garotas sofrem essa pressão ou se ela é extensiva, ainda que em menor escala, a todos os jovens e adultos, independentemente do gênero. Sugere-se refletir também sobre o assunto com relação a crianças e idosos e sobre o que isso revela a respeito da identidade das diversas faixas etárias na sociedade. Pode-se explorar também se os/as estudantes concordam com os conselhos apresentados no item “e” e se eles/elas tentam segui-los.

III Performance stress. IV Physical stress. b What type of pressure do these teens suffer? I To choose a career. II To find a job. III To look a certain way. IV To do well in exams. V To look after siblings. c What expectation related to teen girls is not mentioned in the audio? I To have a career and become independent. II To be skinny. III To be perfect. IV To have a perfect body and look beautiful. V To wear the right kind of clothes/brands. d Which statement is incorrect, according to the audio? I Girls feel like they must live up to a certain standard. 2 Body and mind

II It is possible to look perfect every day without much stress. III Celebrities and models dictate beauty patterns. IV Excessive worry about one’s looks can cause nutrition problems. V Pressure to look a certain way can cause stress.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Which two pieces of advice are not given in the audio?

I Accept the way you look. II Set realistic goals if you want to change a certain aspect of your image. III Try to change things slowly. IV Keep a balanced diet when trying to lose or gain weight. V Don’t worry so much about what people say or think about your looks. Extract from the audio available at . Accessed on September 8, 2015.

conhecimento dos/as estudantes, estimulando-os/as a pesquisar sobre essas doenças e propondo uma discussão sobre elas, abordando pontos como quem é mais propenso a tê-las (pessoas com baixa autoestima) e como evitá-las (indo ao psicólogo e/ou ao nutricionista, praticando a autoaceitação etc.). Pode-se falar, por exemplo, de modelos que sofrem com transtornos alimentares para manter os padrões de beleza exigidos pela mídia.

Robin Rice, an internationally published author, has launched a social campaign. Read the text about it and answer: how does her campaign relate to the issues in activity 2? Talk to your partner.

Professor/a, espera-se que os/as estudantes percebam que a autora do texto defende que as pessoas não devem ceder a pressões sociais em detrimento do seu próprio bem-estar. Informações adicionais sobre ela encontram-se no Guia Didático, página 224.

“There Comes A Time When You Have Simply Had Enough. Enough of the impossible standards. Enough of the ‘ideal’ image. Most of all, enough of the feeling of NOT ENOUGH when it comes to your own beauty. […]” Excerpt from the text available at . Accessed on September 8, 2015.

Speaking 5

Look at these “fake ads” from “Stop The Beauty Madness: A Social Change Campaign”. Work in groups to talk about them. Respostas pessoais.

a Choose the two pictures that most appeal to you. b Describe what you see and how the visual elements relate to the words. c Say why you have chosen those pictures. Useful language Describing pictures The picture that most appeals to me shows… I was most impressed by the picture of… In the picture I’ve chosen, there’s…

Expressing opposing views That may be true, but don’t you think…? You’ve got a point there, but I’d say (that)…

Making inferences I guess the campaign aims to… This is probably a criticism of…

Showing understanding I see. I get it. I know what you mean.

Inviting comments Don’t you think so? Wouldn’t you agree?

2 Body and mind

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Besides the psychological problems caused by stress, how can this pressure to look Respostas possíveis: Teens may develop unhealthy eating habits and eating disorders such “beautiful” affect physical health? as anorexia, bulimia and binge eating. Professor/a, pode ser interessante aprofundar o

#101868868

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

PHOTO CREDIT: BEST PHOTO STUDIO/SHUTTERSTOCK IMAGE THE VIEWS REPRESENTED HERE ARE NOT NECESSARILY REPRESENTATIVE OF THE MODEL PICTURED.

PHOTO CREDIT: JWBLINN/SHUTTERSTOCK IMAGE #2014326 THE VIEWS REPRESENTED HERE ARE NOT NECESSARILY REPRESENTATIVE OF THE MODEL PICTURED.

PHOTOS: ROBIN RICE

2 Body and mind

PHOTO CREDIT: AMMENTORP PHOTOGRAPHY/ SHUTTERSTOCK IMAGE #166601417 NECESSARILY THE VIEWS REPRESENTED HERE ARE NOT D. REPRESENTATIVE OF THE MODEL PICTURE

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

K ION ART/SHUTTERSTOC PHOTO CREDIT: INNERVIS IMAGE #159045947 SSARILY TED HERE ARE NOT NECE THE VIEWS REPRESEN MODEL PICTURED. REPRESENTATIVE OF THE

2 Body and mind

PHOTO CREDIT: KISE LEV ANDREY VALERE VICH/SHUTTERSTOC THE VIEWS REPRES K IMAGE #1327533 ENTED HERE ARE NOT 65 NECESSARILY REPRES ENTATIVE OF THE MOD EL PICTURED.

PHOTOS: ROBIN RICE

PHOTO CREDIT: SAMUEL BORGES PHOTOGRAPHY/ SHUTTERSTOCK IMAGE THE VIEWS REPRESENTED #120962827 HERE ARE NOT NECESSAR ILY REPRESENTATIVE OF THE MODEL PICTURED.

PHOTOS: ROBIN RICE

After speaking 6

Choose three of the problems tackled in the campaign and discuss how similar/different they are to/from the ones you find in the society. How do you feel about them? Do you agree with them? Do you conform to the patterns? Do you do anything to reinforce or reject this way of thinking? Respostas pessoais.

Discuss

What effects can campaigns like the ones discussed in this section have on our society? Are campaigns enough to change people’s mind and solve the problems teens face with social stress? Why do you think beauty campaigns are aimed mostly at women? How much do you let the media influence the way you look and behave? Do you think there should be laws prohibiting so many beauty-related ads? Why? How bad is this quest for beauty for the different dimensions of a person’s health? What is your beauty ideal for yourself? 2 Body and mind

Do you try to live up to any beauty ideal? Which one(s)? Why? Are you happy with yourself? Is there anything you would like to change in your body? How would this change impact on your life? Have you ever felt discriminated against just because you tried to be yourself? What can you do to feel good about yourself? Who could help if anyone needed to learn how to do that? 78

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

TERSTOCK RIDERLONDON/SHUT PHOTO CREDIT: BIKE IMAGE #147841568 NECESSARILY ENTED HERE ARE NOT THE VIEWS REPRES D. THE MODEL PICTURE REPRESENTATIVE OF PHOTO CREDIT: GLAMOUR/ SHUTTERSTOCK IMAGE #122034460 THE VIEWS REPRESENTED HERE ARE NOT NECESSARILY REPRESENTATIVE OF THE MODE L PICTURED.

Exploring further Find countries in which the beauty ideals are different from yours. What are they? Are there any health risks involved in trying to achieve those ideals? Share your findings with your classmates.

READING LITERACY

Body image and advertising

Professor/a, a presença de aparente propaganda na seção se justifica de acordo com o Parecer CNE/CEB no 15/2000, que diz que “o uso didático de imagens comerciais identificadas pode ser pertinente desde que faça parte de um contexto pedagógico mais amplo, conducente à apropriação crítica das múltiplas formas de Ciências Humanas linguagens presentes em nossa sociedade, submetido às determinações gerais da legislação nacional e às específicas da educação brasileira, com comparecimento módico e variado”. Mais informações podem ser obtidas no próprio Parecer, disponível em (acesso em 8 de setembro de 2015).

Before reading 1

Read this excerpt from an online text on advertising. To what extent do you agree with the Respostas pessoais. highlighted extracts? Talk to a partner and justify your opinion with examples. Professor/a, sugere-se

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

perguntar aos/às estudantes como este texto complementa o que foi dito no áudio da seção anterior e promover uma discussão sobre os prejulgamentos baseados nas aparências e o papel da mídia na criação, manutenção ou possível modificação do status quo. Se necessário, é possível esclarecer aos/às estudantes que a expressão “our culture”, que inicia o texto, se refere à cultura ocidental.

Our culture seems to be obsessed with physical appearance. Men and women, teens, boys and girls — all segments of society tie identity to the way people look, to body size and shape, to clothes and hairstyle. Is it any wonder that the way we view our

media and advertising. Advertisers try to persuade us that something is wrong with us, that something needs to be ﬁxed, that by buying and using their product we will be more attractive, have better social skills, have more friends, be happier! Respostas pessoais. Professor/a, sugere-se centrar a discussão apenas na publicidade impressa. As ideias dos/as estudantes podem ser listadas no quadro para referência. Algumas possibilidades incluem um título criativo e atraente, o fato de serem memoráveis, o uso de jogo de palavras e linguagem conotativa, o uso de imagens e slogans e as frases curtas, claras e objetivas que criam apelo emocional ao público-alvo. Os anúncios podem, ainda, ser ratificados por pessoas famosas (do esporte, da moda, do entretenimento) ou autoridades (médico/a, dentista, profissional de beleza) para atestar a qualidade e o resultado dos produtos. Em termos visuais, Available at . Accessed on September 8, 2015.

apresentam imagens com as quais as pessoas podem se identificar ou ideais que gostariam de alcançar. Fazem, ainda, uso de elementos inusitados, cores, fontes e dimensões de texto diferentes para chamar a atenção.

Think about advertisements of beauty products you have seen recently in magazines. What characteristics do they have? 79

2 Body and mind

For most people, especially young people, body image is strongly inﬂuenced by mass

MISSOURIFAMILIES.ORG/REPRODUCTION

body (body image) can have a tremendous impact on the way we feel about ourselves?

Reading 3

Professor/a, sugere-se organizar os/as estudantes em

Look at the ads and complete the chart in your notebook. grupos e pedir a cada um que trabalhe com um anúncio

de modo a analisar tanto as imagens quanto o conteúdo dos textos, como cores, destaques e fontes, ou seja, tudo o que pode ser usado para persuadir clientes em potencial. Cada grupo pode eleger um/a representante para apresentar o anúncio estudado à turma.

LUSTRE CREME

You might be tickled pink to know that Lustre Creme is safe for colortreated hair.”

“‘I have found PEARS’ SOAP matchless for the Hands and Complexion.’

2 Body and mind

ANDREW PEARS

By special appointment to H.R.H. The Prince of Wales.

For the complexion. 80

Established 1789 Sold everywhere.

Pure, fragrant, and durable.”

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“That’s why Lustre Creme is pink. Because it’s made just for girls. So it makes sweet music with any girl’s hair. Lustre Creme leaves your hair soft, silky, oh so touchable. It’s a great way for any girl to wash that guy right into her hair. And once he gets there, he’ll notice that we have a delightful ‘pink’ fragrance, too. Pink, creamy Lustre Creme. It’s the one shampoo made just for girls. Because pink is just for girls. You’re a girl, aren’t you?

“[…] fill out your narrow, shallow chest, skinny arms, and spindly legs. Skinny people are undesirable... they look sickly. Say goodbye to your stringbean looks with this sensational new plan — NOW! No more bloating yourself with rich, heavy foods to forcefeed calories into your system. No ex-hausting, complicated exercises... just drink 4 delicious glasses of natural-organic Crash-Weight Formula #7 daily in addition to your regular meals.”

Lustre Creme shampoo

Campaign

Product advertised

Girls

Target

Elements in the campaign

Pink is for girls (1960s) I have found Pears’ Pears’ Soap [...] (1789) Soap N

TEBOO

Young, skinny men

TEBOO

Crash-Weight Formula #7 shake

Tired of being skinny? (1969)

Respostas possíveis: A picture of a man drinking the formula with two girls in bikini by his side. They seem happy. The ad uses red and black fonts in different shapes and sizes. There are testimonials from men before and after pictures. The text clearly states that “skinny people are undesirable. They look sickly.” It also explains how easy it is to achieve fast results with the product. The text is divided into sections, which are defined by subtitles in bold red.

Respostas possíveis: A picture of a white boy giving a black boy a bar of soap for his bath in a tub and another picture showing the black boy after coming out of the bath. The black boy’s body is completely white due to the suggested purificating effects of Pears’ Soap. He has a goofy smile on his face, whose blackness is exaggerated and is paired with bright red lips to create this caricature of a stereotypical black person. The white boy has a calm expression. The text contains a quote by the Prince of Wales expressing his high opinion about the soap. The ad says the product is sold everywhere and mentions three of its characteristics (pure, fragrant and durable).

2 Body and mind

“The ‘before’ photo shows how Larry Chamiel looked without the added weight he needed so badly. The ‘after’ photo shows Larry 14 days after he started the Crash-Weight Plan and gained 18 pounds. He writes: ‘What more could a guy ask for? All I did was add 4 glasses of Crash Weight Formula #7 to my regular meals, follow Joe Weider’s Plan and I gained a tremendous 18 pounds in two weeks!’ SHOULDN’T THIS HAPPEN TO YOU?”

Respostas possíveis: A picture of a blond white girl dressed in the latest fashion for her time. The ad is in pink and white, as the product is also pink. It uses different fonts for the text and the title. There is a small picture of the product at the bottom of the page. The text describes the qualities of the product and how men won’t resist touching and smelling any girl’s hair. There is a play on words “you might be tickled pink” (i.e., delighted) and it is based on a stereotype (pink is just for girls), which is reinforced in the ad.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

E BACHELOR MAGAZIN

Everybody

The ads in activity 3 are from different periods of time, but they share some similar elements. What are they? How do they conform to what is said in the text in activity 1? Talk to a partner.

Professor/a, sugere-se usar esta atividade como uma reflexão sobre as campanhas da atividade 3. O importante é mostrar que todas têm o mesmo propósito comunicativo do gênero propaganda: persuadir um público específico a adquirir um produto/serviço que é a “solução para seus problemas” (problemas muitas vezes apontados pelas próprias campanhas). Para tanto, usam imagens e linguagem com as quais o/a consumidor/a pode se identificar. Sendo assim, têm as características discutidas na atividade 1.

After reading 5

Professor/a, sugere-se trabalhar o letramento crítico, discutindo como a mídia reforça ou cria padrões identitários. Por exemplo, a propaganda “a” da atividade 3 diz que “rosa é só para garotas”. Porém, nem sempre foi assim. Kimmel (1996, p. 160) menciona uma discussão de

Along with beauty ideals, the ads also reinforce identity issues. Discuss them with a partner. 1918 sobre as cores que deveriam ser usadas para meninos ou To what extent have these concepts changed? para meninas, pois esse era um conceito novo na época. Havia

o uso do produto para atrair mulheres, diferentemente da propaganda “a”, que foca um parceiro específico. Hoje, o culto ao corpo continua, mas não há propagandas de produtos para engordar, e sim para emagrecer ou ganhar massa muscular, veiculando produtos como shakes dietéticos e de proteínas, bem como suplementos. No caso do sabonete, McClintock (1995) afirma que a propaganda incorporava os ideais do imperialismo de levar salvação moral e econômica aos “impuros”, Read this extract and discuss the questions in groups. britânico aliando o ideal da classe média alta a um produto de consumo e agindo como um “limpador étnico”, uma vez Respostas pessoais. que ter pele clara era Professor/a, sugere-se sinônimo de pureza reforçar nesta atividade (limpeza) e ter pele o que foi discutido na escura era considerado seção anterior, ouvindo “impuro” (sujo). Isso como os/as estudantes é reforçado pela reagem perante caricatura do menino as propagandas negro que, ao utilizar que almejam impor o sabonete, torna-se padrões, muitas vezes branco com o auxílio idealizados, de beleza, do garoto de pele saúde e identidade. clara. Para aprofundar Pode-se aproveitar a leitura crítica da para discutir os riscos propaganda do Pears’ de consumir produtos Soap, há sugestões de para perda de peso leitura no Guia Didático, ou ganho de massa página 226. Pode-se muscular, ainda que discutir como os/as comercializados estudantes se sentem como naturais, sem sobre cada um desses orientação de um/a estereótipos e se eles nutricionista ou realmente mudaram médico/a especialista. tanto assim. Recomenda-se enfatizar que a autoaceitação é muito importante e que é necessário consumir produtos de beleza com consciência e Extract from the text available at . responsabilidade.

“[…] Adolescents are particularly vulnerable because they are new and inexperienced consumers and are the prime targets of many advertisements. They are in the process of learning their values and roles and developing their self-concepts. Most teenagers are sensitive to peer pressure and find it difficult to resist or even question the dominant cultural messages perpetuated and reinforced by the media. Mass communication has made possible a kind of national peer pressure that erodes private and individual values and standards. But what do people, especially teenagers, learn from the advertising messages? On the most obvious level they learn the stereotypes. Advertising creates a mythical, mostly white world in which people are rarely ugly, overweight, poor, struggling or disabled, either physically or mentally […].”

Accessed on September 8, 2015.

a Have you ever bought any cosmetic, toiletry or supplement because of an advertisement or peer pressure?

b To what extent do you agree with the text? c Do you think social inclusion is more present in the media nowadays? Can you give examples?

2 Body and mind

d What would be the advantages of using ordinary people in the advertising industry?

Exploring further Choose different beauty product campaigns. Are they the same? What characteristics do they have in common? Which ones are different? Why are there different characteristics? Share your findings with your classmates.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

discordância, mas em geral acreditava-se que o rosa, por ser uma cor mais forte, era para meninos; já o azul, por ser uma cor mais delicada, seria mais bonito para meninas. Somente na década de 1940 a publicidade firmou o conceito de que rosa é feminino Discuss e azul, masculino. Além disso, a propaganda estimula a compra do produto como um meio de a mulher atrair e satisfazer o “seu” homem, como em “It’s a great way for any girl to wash that guy right into her hair. And once gets there, he’ll In terms of advertising, how appealing is each of the ads to your generation? he notice that we have a delightful ‘pink’ fragrance, too.” Já a propaganda “c” mostra que Would you buy any of the products? Why? ser magro, ou franzino, segrega a pessoa do convívio social, em especial de oportunidades de estar com o sexo oposto, divertir-se feliz. Isso What types of appeals are there in modern ads aimed at teens? What do they say eé ser ilustrado pela foto, que incentiva about the way society sees teens’ identities? Do you find the ads appealing?

ORAL LITERACY

Maturation, identity and health Ciências da Natureza

Before speaking 1

Consider the phases of life (childhood, adolescence, adulthood and old age). What kind of physical changes do people go through as they move from one phase to the next? What about psychological and social changes? Can you mention at least one for each phase? Talk to a partner. Respostas possíveis: Childhood to adolescence — body changes (acne, voice etc.), urge for independence, change of behavior, interests and tastes. Adolescence to adulthood — indecision, stress (due to the profusion of decisions to be made and to expectations concerning work, studies and emotional relationships), love and sex maturity, more responsibility in life. Adulthood to old age — more stability, retirement from work, body changes (wrinkles, graying hair etc.) and diseases (diabetes, high blood pressure, weak eyesight and hearing etc.). Society may offer you some rights when you reach a certain age.

Speaking 2

Growing up and establishing your own identity can be a hard process. Read the testimonials and discuss the questions in groups. Respostas pessoais.

“

”

IGOR AOKI

Now all of a sudden I’m supposed to be all grown up... but I’m not ready to have all these responsibilities. Sometimes I just want to stay a little kid. — YVONNE, AGE 14 MADARAS, L.; MADARAS, A. My Body, My Self for Girls. New York: William Morrow, 2007, p. 10.

Testimonial II

2 Body and mind

BRAINYQUOTE.COM/REPRODUCTION

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Testimonial I

Available at . Accessed on September 9, 2015.

Testimonial III

Sophie Wu

Available at . Accessed on August 18, 2015.

LIVINGPROUD.ORG.AU/ REPRODUCTION

Testimonial IV

“I’ve always cherished my schooling, to have an education is a privilege, but unfortunately enduring many years of torment violated my right to learn. I was a victim of brutal bullying, having to experience verbal, physical and emotional abuse from my peers, it was horrendous.” 17-year-old transwoman Available at . Accessed on September 9, 2015.

“Trans is not so bad, it’s just different to what society wants us to believe is normal. Why must I be unhappy just to keep a lie going? Everyone is different in some way.” 22-year-old transman

LIVINGPROUD.ORG.AU/REPRODUCTION

Testimonial V

Available at . Accessed on September 9, 2015.

2 Body and mind

a What aspects of growing up do you think they refer to? b Which testimonials do you think illustrate a rather negative attitude towards this period of life? In your opinion, which ones are more neutral/positive?

c What advice would you give to those who have expressed a negative attitude? d Do you identify with any of those testimonials? Why? 84

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“

Puberty was not kind to me. I had acne, eczema and had a stye in my eye, so it was quite hard to go in to somewhere where the majority were boys. At that age, they were quite vocal about what they thought of our looks.”

BRAINYQUOTE.COM/REPRODUCTION

Sophie Wu Quotes

e Consider the different phases of life. Which one do you think is the most troublesome in terms of changes? Do you think the authors of the testimonials have overcome the problems they faced while getting older? Useful language

Read the excerpt and think about your own feelings towards puberty. Then consider the topics and discuss the questions with a partner. Respostas pessoais.

“How Do YOU Feel? What are your feelings about growing up and the way your body is — or soon will be — changing? Are you excited, scared, or both? How far along are you? Do you wish you were further along? How do you feel about the changes you’ve noticed so far? Are you excited about the changes to come or would you rather just forget the whole thing? If you’re already well into puberty, do you remember what you felt like before? Do you feel different now? What questions do you still have? What are you feeling right now?” MADARAS, L.; MADARAS, A. My Body, My Self for Girls. New York: William Morrow, 2007, p. 10.

Consider the following topics: body image self-esteem relationships

sexuality diseases (including STD [sexually transmitted diseases])

Useful language Expressing opinion I think… is more difficult because… I don’t have problems with… because… I like… because… I think being a teenager is… because… 2 Body and mind

Agreeing and disagreeing Absolutely! Definitely! I wouldn’t say that.

IGOR AOKI

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Making inferences Testimonial… probably refers to… I’m not sure, but I guess testimonial… is about… I’m pretty sure that testimonial… is about … Testimonial… might be seen as positive/ negative/neutral because…

Giving advice I’d recommend… They could probably… Those with a negative attitude should… I’d suggest that… should…

a What aspects of growing up do you consider most difficult? b What do you enjoy about being a teenager? c What could you do to develop a more positive attitude towards this phase? 85

After speaking 4

Respostas possíveis: We represent it through a stylized repetition of acts. That is, we tend to adopt/imitate a set of bodily gestures, movements and styles we associate with or are taught to be representative of our gender since we are born. However, these can change over time and from place to place. Professor/a, pode-se discutir que representações de gênero mudaram ao longo do tempo. Por exemplo, a crença de que a mulher é delicada e frágil justificava o fato de ela não poder ter profissões ditas masculinas; a necessidade de o homem ser forte inibia o choro e demonstrações de fraqueza; o fato de a homossexualidade ser tratada como doença mental reprimia as possibilidades de autoexpressão daqueles/daquelas

Some testimonials in activity 2 are from transgender people. Read the texts and answer: how do we express our gender identity in society?

que não se adequavam ao perfil esperado pela sociedade. Os fragmentos dos textos da filósofa Judith Butler sustentam que as convenções de gênero e sexualidade foram solidificadas com o passar do tempo por meio de sua repetição incessante, que as cristalizou como se fossem verdades absolutas, sem espaço para serem (re)pensadas.

“[…] gender is a kind of imitation for which there is no original; in fact, it is a kind of imitation that produces the very notion of the original as an effect and consequence of the imitation itself. […] [Gay] identities [work] neither to copy nor emulate heterosexuality, but rather, to expose heterosexuality as an incessant and panicked imitation of its own naturalized idealization. That heterosexuality is always in the act of elaborating itself is evidence that it is perpetually at risk, that is, that it ‘knows’ its own possibility of becoming undone […].” BUTLER, J. Imitation and Gender Insubordination. In: ABELOVE, H.; BARALE, M. A.; HALPERIN, D. M. (Eds.) The Lesbian and Gay Studies Reader. New York/London: Routledge, 1993, p. 313-314. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

What changes in our life/society could make the transition from childhood to adolescence easier? What about the transition from adulthood to old age? Why is healthy aging an Respostas pessoais. Professor/a, como a expectativa de vida vem crescendo em important issue in modern societies? muitos países, pode-se discutir com os/as estudantes como as pessoas estão

envelhecendo atualmente e se isso é diferente do que era no passado. Para tanto, as disciplinas de História e Geografia podem colaborar com dados.

These Cadernetas de saúde do/da adolescente can be downloaded from Portal da Saúde. Look at the pictures and answer: who is the target of each document? How useful is this gender segregation? Do you believe it would be possible to have a single edition for all teenagers, Respostas pessoais. Professor/a, regardless of their gender? sugere-se discutir com os/as

MINISTÉRIO DA SAÚDE

2 Body and mind

estudantes a relevância de tais documentos, problematizando, contudo, a segregação de gênero, que perpetua o binarismo homem-mulher e acaba por incentivar uma postura individualista, em que cada um/a deve se preocupar apenas em conhecer a si mesmo/a, em vez de conhecer também os/as outros/as.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

BUTLER, J. Gender Trouble: Feminism and the Subversion of Identity. New York/London: Routledge, 1999, p. 179.

REPRODUCTION

ARTS: IGOR AOKI

REPRODUCTION

“Gender ought not to be construed as a stable identity or locus of agency from which various acts follow; rather, gender is an identity tenuously constituted in time, instituted in an exterior space through a stylized repetition of acts. The effect of gender is produced through the stylization of the body and, hence, must be understood as the mundane way in which bodily gestures, movements, and styles of various kinds constitute the illusion of an abiding gendered self.”

CAREERS

Healthcare occupations

Professor/a, sugestões de atividade extra para esta seção encontram-se no Guia Didático, página 224.

What do you know about these healthcare professionals? Discuss with a partner.

Respostas pessoais. Professor/a, este é o momento de estimular o conhecimento de mundo dos/as estudantes sobre as profissões apresentadas. Na atividade seguinte, eles/elas terão a oportunidade de confirmar suas respostas.

a massage therapists

k dietitians and nutritionists

b speech-language pathologists

c psychiatric technicians

m physicians

d medical laboratory technologists

n radiologic technologists

e surgical technologists

o recreational therapists

p respiratory therapists

medical assistants

paramedics

g nurses

q dentists

h athletic trainers

occupational therapists

s pharmacy technicians

physician assistants

pharmacists

physical therapists

Read these excerpts from a healthcare occupation handbook. Use the professions in activity 1 Professor/a, sugere-se estimular o uso de cognatos para associar to complete the descriptions in your notebook. as profissões às descrições. No Brasil, não existe a dicotomia entre

os termos dietitian e nutritionist, mas em Portugal, por exemplo, os/as dietistas cursam ensino superior politécnico, enquanto os/as nutricionistas fazem ensino superior universitário. Em outros países, como nos Estados Unidos e na Austrália, há essa diferença de qualificação também.

BLS.GOV/REPRODUCTION

Available at . Accessed on September 10, 2015. Occasional linguistic adjustments to fit standard language marked Available at . Accessed on September 10, 2015. Occasional linguistic adjustments to fit standard language

“Healthcare Occupations marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […]. Athletic trainers

(I) specialize in preventing, diagnosing, and treating muscle and bone injuries and illnesses. Exercise physiologists develop fitness and exercise programs that help patients recover from chronic diseases and improve cardiovascular function, body composition, and flexibility. [...]

Dentists

diagnose and treat problems with a patient’s teeth, gums, and related parts of the mouth. They provide advice and instruction on taking care of teeth and gums and on diet choices that affect oral health. [...]

(II)

Dietitians and nutritionists

(III) are experts in food and nutrition. They advise people on what to eat in order to lead a healthy lifestyle or achieve a specific health-related goal.

2 Body and mind

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

paramedics

Emergency medical technicians (EMTs) and (IV) care for the sick or injured in emergency medical settings. People’s lives often depend on their quick reaction and competent care. [They] respond to emergency calls, performing medical services and transporting patients to medical facilities. [...] Massage therapists

treat clients by using touch to manipulate the soft tissue muscles of the body. With their touch, [they] relieve pain, help rehabilitate injuries, improve circulation, relieve stress, increase relaxation, and aid in the general wellness of clients. (V)

Medical laboratory technologists (VI)

[...] collect samples and perform tests to analyze body fluids, tissue, and other substances.

Medical assistants

complete administrative and clinical tasks in the offices of physicians, podiatrists, chiropractors, and other health practitioners. Their duties vary with the location, specialty, and size of the practice. [...] Occupational therapists

treat injured, ill, or disabled patients through the therapeutic use of everyday activities. They help these patients develop, recover, and improve the skills needed for daily living and working. [...] (VIII)

Pharmacists

dispense prescription medications to patients and offer expertise in the safe use of prescriptions. They also may provide advice on how to lead a healthy lifestyle, conduct health and wellness screenings, provide immunizations, and oversee the medications given to patients.

(IX)

Pharmacy technicians (X)

help licensed pharmacists dispense prescription medication to customers or health professionals. [...]

Physical therapists (XI) , sometimes called PTs, help injured or ill people improve their movement and manage their pain. [They] are often an important part of rehabilitation and treatment of patients with chronic conditions or injuries.

Physician assistants

, also known as PAs, practice medicine in a team under the supervision of physicians and surgeons. They are formally educated to examine patients, diagnose injuries and illnesses, and provide treatment.

(XII)

Physicians

and surgeons diagnose and treat injuries or illnesses. [They] examine patients; take medical histories; prescribe medications; and order, perform, and interpret diagnostic tests. They counsel patients on diet, hygiene, and preventive healthcare. Surgeons operate on patients to treat injuries, such as broken bones; diseases, such as cancerous tumors; and deformities, such as cleft palates. [...]

2 Body and mind

(XIII)

Psychiatric technicians

and aides care for people who have mental illnesses and developmental disabilities. Technicians typically provide therapeutic care. Aides help patients in their daily activities and ensure a safe, clean environment. [...] (XIV)

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

(VII)

Radiologic technologists

perform diagnostic imaging examinations, such as X-rays, on patients. MRI technologists operate magnetic resonance imaging (MRI) scanners to create diagnostic images. (XV)

Recreational therapists

plan, direct, and coordinate recreation-based treatment programs for people with disabilities, injuries, or illnesses. [They] use a variety of modalities, including arts and crafts, drama, music, dance, sports, games, and community reintegration field trips to help maintain or improve a patient’s physical, social, and emotional well-being. (XVI)

nurses

Registered (XVII) (RNs) provide and coordinate patient care, educate patients and the public about various health conditions, and provide advice and emotional support to patients and their family members. Respiratory therapists

care for patients who have trouble breathing—for example, from a chronic respiratory disease, such as asthma or emphysema. Their patients range from premature infants with undeveloped lungs to elderly patients who have diseased lungs. They also provide emergency care to patients suffering from heart attacks, drowning, or shock. Speech-language pathologists

[...] assess, diagnose, treat, and help to prevent communication and swallowing disorders in patients. Speech, language, and swallowing disorders result from a variety of causes, such as a stroke, brain injury, hearing loss, developmental delay, a cleft palate, cerebral palsy, or emotional problems.

(XIX)

Surgical technologists

, also called operating room technicians, assist in surgical operations. They prepare operating rooms, arrange equipment, and help doctors during surgeries. [...]”

(XX)

Available at . Accessed on September 10, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Exploring further The definitions in activity 2 were taken from a handbook published by the United States Department of Labor. How similar do you think the occupations are to the ones in Brazil? Go online and find out. Think about what people do, their qualifications, where they can work etc. Then share your findings with your classmates. Professor/a, é possível sugerir aos/às estudantes que demonstrarem interesse por essas profissões que procurem informações sobre cursos/instituições que aceitam estudantes do Ensino Médio em seus quadros. É importante, contudo, enfatizar a importância de se concluir a educação básica para ter a oportunidade de dar continuidade aos estudos em cursos de nível universitário.

Discuss

What qualities must people have to join the healthcare sector? What are the advantages and disadvantages of working in the healthcare sector in your community/Brazil? Do you feel attracted to this sector? Why? What do you think the relation between personal fulfillment and financial reward is in these professions in Brazil?

2 Body and mind

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

(XVIII)

What is the healthcare job market like in the private sector in Brazil? What about in the public sector? What do professionals usually say about it? How could the government encourage people to turn to the healthcare sector? 89

No Brasil, a idade mínima para começar a trabalhar é 18 anos. Aos menores de 18 e maiores de 16 anos são permitidos trabalhos técnicos ou administrativos, desde que realizados fora das áreas de risco à saúde e à segurança. Ao menor de 16 anos de idade é vedado qualquer trabalho, salvo na condição de aprendiz, a partir dos 14 anos. A partir dos 14 anos é admissível o Contrato de Aprendizagem, o qual deve ser feito por escrito e por prazo determinado, conforme artigo 428 da CLT.

STUDY SKILLS

Affixation and cognates

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 225.

Read these excerpts from the texts in this unit, focusing on the words in bold. Use them to answer items a-g in your notebook.

Linguagens

I “Islam Ramadhan is the ninth and the holiest month of the Islamic calendar.” (Contextualization, page 48) social well-being is concerned with issues such as involvement in community and interpersonal relationships as well as employability and mental well-being [...] involves a range of factors including self-esteem and the ability to cope and adapt.” (Contextualization, page 49)

III “Your body is a finely tuned vehicle […]” (Linguistic literacy, page 50) IV “Food then enters your large intestine (colon) for further digestion, absorption of water and, finally, elimination of undigested food.” (Linguistic literacy, page 56)

V “Indian people are supposed to eat with their right hands, because eating with the left hand is sometimes considered to be unclean.” (Writing literacy, page 62)

a Two words that mean “not [something]” b The noun for the adjective “fit” c Two plural nouns

undigested, unclean

fitness

issues, relationships

d A word that indicates comparison of more than two elements

holiest

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

II “Physical well-being is concerned with healthy functioning, fitness and performance capacity,

e An adverb of manner finely f

The nouns for the verbs “involve” and “digest”

g One word that takes both a prefix and a suffix

involvement, digestion undigested

2 Body and mind

“Affixes: the building blocks of English […] A prefix is an element placed at the beginning of a word to adjust or qualify its meaning, for example de-, non- and re-. A suffix is an element placed at the end of a word to form a derivative, such as -ation, -fy, -ing […].” Excerpt from the text available at . Accessed on September 2, 2015.

Respostas possíveis: -s is used in Portuguese to indicate plural. The affixes un-, -ness and -ly are not used in Portuguese, but there are affixes to indicate those word classes in Portuguese too. In Portuguese, in- and un- are just in-, as in insatisfeito and inconsciente; -ment sometimes

Look at the words in activity 1. Identify the prefixes and suffixes. How do they compare to corresponds to -mento, as in envolvimento, but not always, as in “improvement” — melhoria; -ion becomes -ão, as in digestão; Portuguese? -ed is equivalent to the participle in Portuguese: “interested” — interessado, “digested” — digerido; -est is the suffix used to

form the superlative (the comparison of more than two elements): “holiest” — o mais sagrado; -ness is represented by different suffixes in Portuguese: “consciousness” — consciência; “happiness” — felicidade. Para mais possibilidades, sugere-se acessar (acesso em 30 de outubro de 2015). 90

The knowledge of affixation is useful, especially with unknown words, because they help us with meaning and word class. Look at the words in bold. What do you think they mean? In your notebook, classify them according to their word class: adjective, adverb or noun. Use a dictionary to check. Adjectives — stylized, gendered; adverbs — tenuously; nouns — gender, stylization, styles.

gestures, movements, and styles of various kinds constitute the illusion of an abiding gendered

Exploring further Go online and find the most common suffixes and prefixes in English. Choose five of each to learn. Find examples in sentences to illustrate their meanings. Share them with your classmates and explain why you chose these ones.

The excerpt in activity 3 contains words that are similar to Portuguese. Circle them. Then Professor/a, sugere-se perguntar aos/às estudantes qual nome discuss the questions with a partner. se dá a esse fenômeno linguístico e pedir que leiam o boxe

a Which words were new to you? b What do you think they mean?

Respostas pessoais. Respostas pessoais.

sobre ele. Recomenda-se perguntar como o fato de as palavras cognatas parecerem com suas correspondentes no português ajuda a compreendê-las. Em seguida, sugere-se pedir que leiam a nota sobre false friends e discutir a importância do contexto para que se determine se a palavra é ou não um cognato.

c Which word to talk about a place can also be found in Portuguese?

locus

d Does the word “time” in English mean “time” (a group of people) in Portuguese? What does this example tell people about the relationship between Portuguese and English?

No. It tells people that not every English word that looks like a word in Portuguese has the same meaning in both languages.

Cognate word “[…] a word is cognate with another if both derive from the same word in an ancestral language. […]” WordNet 3.0, Farlex clipart collection. © 2003-2012 Princeton University, Farlex Inc. Excerpt from the text available at . Accessed on September 2, 2015.

False friend “[…] A word or phrase in one language that is similar in appearance to a word or phrase in another language but has a different meaning, as French actuel, ‘current,’ and English actual, ‘real.’”

2 Body and mind

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

self.” (Oral literacy, page 86)

American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2011 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved. Available at . Accessed on September 2, 2015.

How useful are cognates to help us understand a text in a foreign language? Respostas possíveis: Eles nos auxiliam a fazer inferências com base em nossa língua materna.

PROJECT

Personal social media page

Phase 2 Writing a post on healthy lifestyle and personal identification Objective: As part of the project, in this phase you are going to focus on healthy attitudes. Then you are going to write a post about your identity regarding health issues. Professor/a, esta atividade relaciona a temática do projeto à unidade sobre corpo e mente. Sugere-se encorajar os/as estudantes a relacionar as imagens com um estilo de vida saudável e relatar quais delas descrevem o seu estilo.

Discuss these questions with a partner. What do you do to keep your brain healthy?

What do you do to have a healthy body?

How do you deal with stress on a daily basis?

What body image would you most like to look like? Do you follow any beauty standard?

Are there any aspects of your gender and/or sexuality you try to project from others?

Think about the format in which you would like to share the information from activity 2 on your personal page. Then choose one or more alternatives.

Step 1:

Arrange the information from activity 2 according to the format you chose in activity 3. In this step, you should consider proper layout and language aspects.

Step 1:

Proofread your text and, if necessary, correct any errors related to content, grammar, vocabulary and punctuation.

Step 3:

Hand in the draft of your post to your teacher and make the final draft after you receive his/her feedback.

pictures

quotes

texts

videos

Step 4:

Save your post so you can share it on your personal page later.

Here are some guidelines for you to consider when writing your post, which will vary according to the choices you made in activity 3. Read them and identify which alternatives apply.

Professor/a, espera-se que os/as estudantes identifiquem as diretrizes que se aplicam à(s) alternativa(s) que eles/elas escolheram na atividade 3. A primeira diretriz se aplica a todas as opções de compartilhamento Make sure what you have written or the material de informação; a you have selected is directly linked to the topic segunda e a quarta se aplicam a “news “healthy lifestyle I identify with”. articles”, “pictures”, “quotes” e “videos”; e a terceira se aplica a “texts”.

You should write a post that expresses how the material you found relates your identity to what is being represented.

In your post, take into account the information from activity 1.

You should give credit for the material produced by someone else.

PHOTOS: 1- ALE XBRYLOV/ISTOC KPHOTO, 2- HOCUS-FOCUS /ISTOCKPHOTO

Now it is time to prepare your post. Go over the steps below.

news articles

IGOR AOKI

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Start by looking at Unit 2 and looking for pictures which show healthy lifestyles. Do you identify with them?

IGOR AOKI

REFLECTING ABOUT WHAT YOU HAVE LEARNED

Body and mind ANSWER THE QUESTIONS

IN YOUR NOTEBOOK!

e you ic s h a v p o t t a u n it? Wh in t h is t u o b a le a r n e d

n g u is t ic W h a t li ar (g r a m m s t n e e le m ave la r y) h u b a c a n d vo rd er ed in o n r a le you se ut the o b a k d to ta l e r s ta n d n u r o to p ic s ? t them u o b a m o re

W h a t d id y o u li ke o r d id n’t li ke a b o u t t h is u n it? W hy?

How can the stud y skills you have lear ned in this unit help you both at scho ol and outs ide it?

ART: AMANDA SAVOINI; PHOTOS: 1- FOTORRO/SHUTTERSTOCK, 2- J EVERYTHING/SHUTTERSTOCK, 3- HINTAU ALIAKSEI/SHUTTERSTOCK, 4- SUBJUG/ISTOCKPHOTO, 5- THINKSTOCK

he of t y d u e st lp n th a t he i c n u w is Ho ? in th s c i et y c i o s to p ov e im pr u o y

r w it h y o u s e t o n r you . D is c u s s s s m a te s la c d n a e te a c h e r you mak lp e h y e h t H ow c a n in g? u r le a r n o y f o t t h e m os d o? c a n YO U t a h w And

Date...

Unit... arned... le 1) I’ve 2) I...

Cultural identity b

Culture, identity and cultural identity

CONTEXTUALIZATION Professor/a, sugestões de atividade complementar para esta unidade encontram-se no Guia Didático, página 231.

Ciências Humanas

1 2

Think about what you have studied in this book so far. How could you explain the Respostas pessoais. Professor/a, sugere-se proporcionar aos/às estudantes um momento concept of identity? de reflexão a respeito do que já estudaram ao longo das unidades anteriores, que também

abordaram a temática da identidade, com diferentes enfoques. Recomenda-se reiterar o conceito como um fenômeno múltiplo e fragmentado, relacionado ao modo como os indivíduos e grupos veem a si próprios e aos outros no mundo.

What questions can you ask to learn about a person’s identity? You may use the Respostas possíveis: Who are you? Where are you from? Where do you live? items in the box to inspire you. What do you do? What do you look like? What clothes and accessories do you wear? What do you like to do/read/watch? What are you like? What languages do you speak? What do you eat? Do you

age gender

clothes and adornments

eating habits

geographical background (origin, places where you lived/live) language

leisure activities

PHOTOS: A- FÁBIO COLOMBINI, B- TIM GRAHAM/ROBERT HARDING HERITAGE/AFP, C- FUSE/GETTY IMAGES, D- CESAR DINIZ/PULSAR IMAGENS, E- RAFAEL BEN-ARI/ALAMY/LATINSTOCK, F - LUISA PUCCINI/SHUTTERSTOCK, G- CAIAIMAGE/GETTY IMAGES, H- RAJ K RAJ/HINDUSTAN TIMES/GETTY IMAGES, I- DEMOTIX/CORBIS/LATINSTOCK, J- TOPTEN22PHOTO/THINKSTOCK

phenotype (color, aspects of appearance) ritual practices

sex

sexuality

occupation religion/creed(s)

social background (class/status/caste)

have a religion? If so, which one? Professor/a, é importante discutir com os/as estudantes a existência de questões “tabu” que dificilmente são feitas socialmente, principalmente quando não se conhece bem o/a interlocutor/a (como gênero, sexualidade, religião etc.), além de outras que podem não ser aplicáveis (como “What do you read/ watch?” em culturas não letradas e não industriais). No entanto, recomenda-se chamar a atenção deles/delas para a multiplicidade de traços identitários existentes e para o fato de que alguns deles podem ser evidenciados em detrimento de outros, pelos próprios indivíduos, dependendo dos contextos culturais e da situação em que se encontram. How can you define "culture"? Discuss it with a partner. Respostas pessoais. Professor/a, trata-se de um conceito complexo que será explorado na atividade a seguir. O objetivo aqui é apenas preparar os/as estudantes, levando-os/as a acessar seus conhecimentos prévios e de mundo para refletir sobre o conceito.

What’s your name?

education

How old are you?

Read two excerpts that attempt to define "culture" and discuss with your partner how similar/different they are to/from your own definition. Respostas pessoais.

“The word ‘culture’ […] originates from the Latin ‘colere’, which means to cultivate. (The word ‘colony’ has the same origin.) Cultural anthropology thus means ‘knowledge about cultivated humans’; that is, knowledge about those aspects of humanity which are not natural, but which are related to that which is acquired. […] Let us, therefore, as a preliminary conceptualization of culture, define it as those abilities, notions and forms of behaviour persons have acquired as members of society. […] Culture refers to the acquired, cognitive and symbolic aspects of existence.” ERIKSEN, T. H. Small Places, Large Issues: An Introduction to Social and Cultural Anthropology. London/Virginia: Pluto Press, 1995/2001, p. 3-4.

“The term ‘culture’ is used by sociologists to refer to the language, beliefs, values and norms, customs, dress, diet, roles, knowledge and skills, and all the other things that people learn that make up the ‘way of life’ of any society. Culture is passed on from one generation to the next through the process of socialization.” BROWNE, K. An Introduction to Sociology. Cambridge/Malden: Polity Press, 2011, p. 10.

What aspects are emphasized in both definitions?

a The acquired aspect of culture, in opposition to what is innate, natural of a human being. b The social aspect of culture, which is constructed through the interaction among members of a group, across generations.

c The biological aspect of culture, the natural features that distinguish human beings from other

6 7

Respostas pessoais. Professor/a, sugere-se discutir com os/as estudantes a impossibilidade da existência de um sujeito species. sem cultura, uma vez que os seres humanos historicamente vivem em sociedade e nela aprendem uma série de concepções e comportamentos que contribuem para a formação de sua identidade cultural. Portanto, “ter cultura” é uma característica comum a todos os indivíduos. Contudo, justamente por viver em sociedades diversas, as noções e práticas adquiridas serão distintas e, assim, o mesmo fenômeno

Based on these definitions, do you think it is possible for a person not to have culture?

compartilhado de “cultura” também se refere às diferenças sistemáticas entre os seres humanos. Vale ainda ressaltar que, no senso comum, a palavra “cultura” está muito ligada ao alto conhecimento (conhecimento formal), de maneira que a expressão “ter cultura”, por exemplo, refere-se a “ter conhecimento”, ao passo que quando se diz que uma pessoa é “sem cultura”, subentende-se que ela não teve acesso a estudos formais.

Reflecting on the concepts of “culture” and “identity”, decide if the sentences are true or false.

a Cultural identity is the “fragment” of one’s identity (who one is) that relates to the aspects one True

b A person’s religion/creed, ways of dressing, food preferences and restrictions, language(s), level of education, ways of greeting other people etc. are all part of his/her cultural identity.

True

c Although a person’s age, sex, sexuality and phenotype do not represent learned behavior in themselves, they influence one’s cultural identity, since members of different cultures learn how to deal with them in different ways. True

d Each cultural group is homogeneous and shares its own unique cultural identity.

False

e It is not possible to be part of different cultural groups at the same time, so it is not possible to have a heterogeneous cultural identity either.

False

Now explore the pictures on page 94. In small groups, identify which ones match these descriptions. Professor/a, informações adicionais sobre o Diwali e o Thanksgiving encontram-se no Guia Didático, página 229.

3 Cultural identity

I II III IV V VI VII VIII IX X

Emirati men rubbing noses as a form of greeting.

An Indian family celebrating Diwali, the festival of lights. A native Brazilian making handicraft.

An American family saying grace before eating on Thanksgiving. A group of students practicing classical music.

Mursi tribal women in Ethiopia with a lip plate, which is considered a beauty adornment. Brazilian performers of capoeira in Brazil.

Floating market in Thailand, with different agricultural products. A woman eating fast food while working at the office.

Warrior demonstrating fire-making craft during an Aboriginal Culture show in Australia. e

Respostas possíveis: As vestimentas, os adornos (pinturas corporais, acessórios etc.), os tipos de comida, as dinâmicas comerciais, os rituais religiosos e simbólicos em geral (como tipos de cumprimento), as opções de entretenimento, os tipos de profissão desempenhados, a local (o tipo de decoração dos ambientes internos, a organização do espaço externo), Now discuss these questions. arquitetura as performances artísticas e esportivas (música, dança, luta, jogo), as celebrações realizadas etc. Professor/a, é importante destacar que mesmo aquilo que já é familiar para uma pessoa pertence a determinada cultura. Ou seja, a “cultura” não Which aspects of cultural identity can you see in the pictures? consiste somente naquilo que parece “exótico” para alguém; os próprios valores e práticas de uma pessoa são culturais.

b Which practices and behaviors do you most identify with? Respostas pessoais.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

learns as a member of different social groups.

Professor/a, espera-se que os/as estudantes apontem a diversidade de traços culturais formadores da identidade de um indivíduo que foi abordada no texto (classe social, ocupação, religião, educação, estilo de vida, remuneração, vestimenta, opções de entretenimento, língua, sotaque, alimentação etc.) como temática relacionada àquela discutida ao longo da seção.

How does the text relate to what you have discussed in this section? How heterogeneous is one’s cultural identity? How was humor created in this excerpt?

Professor/a, reforçando a multiplicidade dos aspectos culturais trazidos pelo texto, sugere-se refletir sobre o caráter claramente heterogêneo, plural e fragmentado da identidade cultural, lembrando que certos traços podem estar mais enfatizados que outros, dependendo do contexto. BROWNE, K. An Introduction to Sociology. Cambridge/Malden: Polity Press, 2011, p. 39.

"Look, don’t identify me by the size and shape of my body, my social class, my job, my gender, my ethnicity, my sexuality, my nationality, my age, my religion, my education, my friends, my lifestyle, how much money I earn, the clothes I wear, the books I read, where I go shopping, the way I decorate my house, the television programmes and movies I watch, my leisure and sports activities, the car I drive, the music I listen to, the drinks I like, the food I eat, the clubs I go to, where I go on holiday, the way I speak or my accent, the things I say, the things I do, or what I believe in. I’m just me. OK?"

N ART: IGOR AOKI; PHOTO: REPRODUCTIO

10 Read the text and discuss the questions.

LINGUISTIC LITERACY 1

Respostas pessoais. Professor/a, como esta é uma atividade de ativação de conhecimento prévio, é interessante explorar ao máximo as contribuições dos/as estudantes.

Look at the words and expressions in the box. Are you familiar with them? In small groups, try to come up with definitions for each one. counterculture

2 a

Types of culture and sense of cultural identity

dominant culture

folk culture

high culture

popular culture

Ciências Humanas Linguagens

subculture

In your notebook, complete the excerpts with the appropriate words/expressions from the box in activity 1. Some of them appear twice in the same definition. subculture

“[…] a is a group of people within a culture that differentiates itself from the parent culture to which it belongs, often maintaining some of its founding principles. […]” counterculture

“A […] is a subculture whose values and norms of behavior differ substantially from those of mainstream society, often in opposition to mainstream cultural mores. […]” dominant culture

“The in a society refers to the established language, religion, values, rituals, and social customs. These dominant culture traits are often the norm for the society as a whole. The is usually, but not always, in the majority and achieves its dominance by controlling social institutions such as communication, educational institutions, artistic expression, law, political process, and business. […]”

Folk culture

“ refers to the unifying expressive components of everyday life as enacted by localized, traditionbound groups. Earlier conceptualizations […] focused primarily on traditions practiced by small foot, folk culture homogeneous, rural groups living in relative isolation from other groups. Today, however, is more inclusively recognized as a dynamic representation of both modern and rural constituents. Historically, handed down through oral tradition and now increasingly through dynamic computer-mediated communication, it relates to the cultivation of community and group identity. […]” 97

3 Cultural identity

GUSTAVO MORAES

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Professor/a, recomenda-se chamar a atenção dos/as estudantes para o paradoxo apresentado no texto, no qual o/a locutor/a pede a seu/sua interlocutor/a que não o/a identifique com base em uma série de características que constituem justamente marcadores identitários. Trata-se de um movimento impossível que gera um efeito irônico no discurso do/a locutor/a, o qual, por sua vez, contribui para a construção do humor no texto.

High culture

“‘ ’ is a term now used in a number of different ways in academic discourse, whose most common meaning is the set of cultural products, mainly in the arts, held in the highest esteem by a culture. […] In more popular terms, it is the culture of an upper class, such as an aristocracy or an intelligentsia […]. It is contrasted with the low culture or popular culture of, variously, the less well-educated, barbarians, Philistines, or the masses. […]” “ or pop culture is the entirety of ideas, perspectives, attitudes, images, and other phenomena that are within the mainstream of a given culture […]. Heavily influenced by mass media, this collection of ideas permeates the everyday lives of the society. […]”

GUSTAVO MORAES

Popular culture

Subculture A subculture is not inferior to any other culture. “[…] A subculture is just as it sounds—a smaller cultural group within a larger culture; people of a subculture are part of the larger culture, but also share a specific identity within a smaller group. […]” Excerpt from the text available at . Accessed on October 5, 2015.

Professor/a, sugere-se explorar com os/as estudantes como a globalização, os avanços das tecnologias de informação e comunicação e o consumo em larga escala contribuem para que produtos culturais diversos estejam cada vez mais disponíveis para públicos maiores. Elementos anteriormente restritos a museus e bibliotecas agora estão ao alcance de grupos mais numerosos, que podem, inclusive, apropriar-se deles de forma criativa e “dessacralizálos”, como ilustram as imagens da página 99. Da mesma forma, fenômenos culturais populares conquistam progressivamente o gosto de membros das elites e, por vezes, são reunidos com manifestações da dita “alta cultura” em eventos e festivais.

The Philistines The Philistines were a non-Semitic people who lived in southern Palestine in the past and which were considered a threat for the Israeli people. The term is used nowadays with a negative connotation, to refer to people who lack “high” cultural knowledge (i.e., aesthetic refinement). The term “barbarians” — which in the past indicated members of a community other than the ones of the “great civilizations” (Greek, Roman) — is also used in this sense. Information available at ; ; . Accessed on November 16, 2015.

Professor/a, como a sociedade costuma valorar diferentemente práticas que considera “elevadas” daquelas que julga de “baixa cultura”, pode ser interessante explorar com os/as estudantes se alguma vez, por exemplo, já sentiram vergonha de dizer que gostam de assistir a determinados tipos programas, ler certos livros/revistas, ouvir alguns tipos de música etc. e Discuss these questions with your classmates. de problematizar o impacto dessas distinções preconceituosas e comumente mal informadas sobre o fenômeno cultural.

a Can you think of examples to illustrate the concepts presented in activity 2? Respostas pessoais.

3 Cultural identity

b Do you consider yourself a member of any sub or countercultures? Do you share beliefs and patterns of behavior with dominant/high/popular/folk cultures? Which one(s)? Respostas pessoais.

c Is it important to be careful and avoid stereotypes in the distinction between high culture and popular culture? Have you ever suffered discrimination because of your tastes and practices? Respostas pessoais.

d Are rigid divisions between high and popular culture changing? If so, how is this happening? Use the pictures on page 99 to help you while debating this topic. 98

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Available at ; ; ; ; ; . Accessed on September 14, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

GLOBO ANTONIO SCORZA/AGÊNCIA O

MAURÍCIO DE SOUSA PRODUÇÕES

An artistic parody of the famous painting The Birth of Venus, by Botticelli (15th century).

3 Cultural identity

KIM KARPELES/ALAMY/LATINSTOCK

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

wing percussionists from the drumming Conductor Isaac Karabtchevsky and 5. 201 st, Augu de Janeiro, in of Mangueira samba school, in Rio

Melting clock ceramics, based on Salvador Dalí’s paintings, in a gift shop.

Read the excerpt and answer the questions.

“[…] The definition of cultural identity, in its most basic form, is a sense of belonging. A shared sense of companionship that involves the same beliefs, interests and basic principles of living. […]” Excerpt from the text available at . Accessed on September 15, 2015.

Professor/a, sugere-se chamar a atenção dos/as estudantes para a importância do entendimento inicial de “cultura” como algo heterogêneo e fragmentado para uma percepção nos mesmos moldes da identidade cultural, como definida no trecho: um senso de pertencimento plural que envolve identificações com crenças, interesses e princípios de vida de grupos diversos, podendo identificações serem Why is it important to understand cultural identity as heterogeneous? essas concomitantes e, ainda, fragmentadas (parciais, não totais).

b How does the definition of cultural identity relate to your participation in one or more types of culture?

Respostas pessoais. Professor/a, recomenda-se proporcionar um momento de reflexão aos/às estudantes para que percebam de que forma sua identificação como membros de sub/contraculturas e/ou culturas populares, folclóricas, dominantes, de elite etc. diz algo a respeito de quem são culturalmente (ou seja, a respeito de sua identidade cultural).

c Is being part of a folk, popular, high, dominant, sub or counterculture similar throughout the world? What else can contribute to a person’s cultural identity?

Professor/a, partindo de uma microanálise cultural das diferenças internas de uma sociedade específica, sugere-se introduzir questões mais abrangentes: pertencimentos nacionais, regionais e étnicos também influenciam o complexo fenômeno da identidade cultural. Ser parte de uma cultura dominante, popular, contracultura etc. é algo diverso em diferentes partes do mundo.

Race and ethnicity: deconstructing and reconstructing ideas

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

AUDIO LITERACY

Ciências da Natureza Ciências Humanas

Before listening 1

Are you familiar with the concepts of “race” and “ethnicity”? Do you think they are synonyms? Why? In pairs, discuss what you know about these concepts. Respostas pessoais.

Some students from the University of San Francisco, in the United States, were asked about their impressions of those concepts. Read their answers and discuss the questions with your partner. “I define race as the color of a person’s skin, irregardless of the culture or belief.”

“Ethnicity is a person’s culture, and belief, and schedule, and plans, and just, you know, the daily activities, irregardless of a person’s skin color […].”

“Race is physical, what you appear to be.”

3 Cultural identity

“Race is ethnicity.”

“To me, race is basically… my definition of race has to do with the way a person looks, their physical appearance, their skin color, eye color, their type of hair…”

“Ethnicity, I feel, is more based on your culture, beliefs, your traditions, the language you may speak… Yeah, pretty much everything that relates to that area.”

“Ethnicity is what you really are, so it’s more of, like, your cultural roots.”

ARTS: PRISCILA WU

“Ethnicity is race.”

Source: . Accessed on September 15, 2015.

of the statements emphasize the a What aspects of race and ethnicity are commonly emphasized? Most physical aspects, the person’s phenotype (color of the skin, color/type of hair, eyes etc.), as being related to race and the cultural aspects as being related to ethnicity.

b How are these opinions similar to or different from what you discussed in activity 1? Respostas pessoais.

100

Professor/a, é possível sugerir aos/às estudantes que tentem sinalizar de forma diferente os adjetivos usados pelos/as entrevistados/as que estão relacionados a traços distintos (nacionalidade, região, grupos étnicos/culturais, fenótipos etc.). A dificuldade da atividade pode ajudá-los/as a perceber o quanto esses conceitos estão interligados, sendo de difícil diferenciação para a maioria das pessoas e comumente aparecendo

Another group of students, from the University of Washington, also in the United States, were asked to define themselves based on their understanding of “race” and/or “ethnicity”. Read their answers and discuss with your classmates which traits they emphasize in their self-descriptions. Is it possible to separate these descriptions into different groups? If so, which ones?

Professor/a, possível sugerir aos/às as estudantes que tentem sinalizar de aparecem forma diferente os adjetivos usados pelos/as entrevistados/as justapostos. éNas falas apresentadas, nacionalidades e regionalidades em amarelo; os grupos étnico-culturais mais específicos que estão relacionados a traços distintos (nacionalidade, região, grupos étnicos/culturais, etc.). dificuldade daque atividade estão sinalizados em verde; características fenotípicas (comumente associadas à ideia de fenótipos raça) estão em A azul; um termo denotapode ajudá-los/as a perceber o quanto esses conceitos estão interligados, sendo de difícil diferenciação para a maioria das pessoas e comumente aparecendo justapostos. Nas falas apresentadas, as nacionalidades e regionalidades aparecem“I’d em amarelo; os grupos étnico-culturais consider myself Chinese,mais

“I’m Scottish.”

“I’m Vietnamese.”

específicos estão sinalizados em verde; características fenotípicas (comumente associadas à ideia de raça) estão em azul; termos que denotam miscigenação apropriados de outros contextos estão em rosa; e, por fim, os que

“I’m half Chinese and half German.”

“I’m Korean.”

my parents were born in Taiwan, and there’s a little bit of Mongolian in me.”

miscigenação apropriado de outros contextos em rosa; por fim, os em quevermelho. indicam a indicam está a condição dee,estrangeiro, condição de estrangeiro, em vermelho. Se necessário, pode-se explicar aos/às estudantes que mutt, comumente usado para designar

“I’m Pakistani.” “Scottish and Irish.”

“I am French”.

“Caucasian or white.” “[Scottish] Irish, English.”

“Caucasian.”

animais de raça misturada, também pode ser usado para pessoas que se consideram “mestiças”, de diversas origens.

“Hi, I’m mixed. My father was African-American and my mom is white GermanAmerican and Danish, I guess.”

“I’m Persian.” “I’m white but I’m also a quarter Armenian.”

“White.”

“I’m ginger white.”

“So, obviously I look black, right off the bat, like I guess African-American, but my greatgrandfather’s actually full-blood Irish, my family’s surname or whatever is ‘Bailey’ and my great-great-grandmother is native American, so I guess there are a lot of, like, ‘black Americans’ and whatever you wanna call it. Just from, like, history, there’s usually a mix of things, they’re not just, like, ‘solid black’.”

“I’m a blue-blooded American.”

“Oh wow, I’m all sorts of complicated. I am… To my knowledge, I’m FilipinoChinese, Spanish and a little bit of Japanese, a little bit.”

“Oh well, my mother is from Malaysia, but she’s Chinese, and my dad, he moved here from Texas and he’s black, so I’m ‘blackinese’.”

“I’m African-American or black, don’t care which.”

Source: . Accessed on September 15, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

101

3 Cultural identity

“Gringa.”

GUSTAVO MORAES

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“Mexican.”

Listening Listen to Sociology professor Stephanie Sears (University of San Francisco) talking about race and ethnicity and decide if the statements are true or false. Correct the false ones in your notebook.

a Race is a biological concept, which people have always used.

False. Race is a sociohistorical concept, created by social beings in the historical process of colonization to divide and dominate other populations.

b There are power relationships involved in the concept of race.

True

c Marking differences is a common way to create power relationships. d Ethnicity is strongly related to the concept of culture and ancestry.

True True

e Ethnicity is not an important component of a person’s identity.

False. Ethnicity is an important component in the development of one’s identity. It relates to a person and/or group sharing their ancestors’ cultural traditions and beliefs. Extract from the audio available at . Accessed on September 15, 2015.

Now listen to Charles Hirschman, from the Department of Sociology at the University of Dr. Hirschman mentions that “race is Washington, talking about the same concepts and do the activities. usually thought to be a physical trait and

ethnicity is thought to be a cultural trait.”

a Which statements are correct according to him? Justify your choices orally. I Race is popularly associated to phenotype and ethnicity, to culture. ethnicity have always been crystal clear and their meanings have been maintained throughout history. 3 Cultural identity

III There is a lot of variation and subjectivity on people’s phenotypes, so when asking about people’s ethnical identity, it may be more appropriate to ask how they define it themselves. 102

COURTESY OF TIM TOMAS

II The concepts of race and

Dr. Hirschman mentions that, in the past, the Irish and the Jewish were thought to be races. However, if it is considered that in the present these words are used to indicate a nationality and an ethnic group, respectively, it is problematic to say that they have always been clearly understood.

Professor Hirschman mentions the broad and heterogeneous range of physical appearance, especially for people who have mixed ancestry. This is why the question “Who do you identify with?” may be more appropriate.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

COURTESY OF STEPHANIE SEARS

b Compare Dr. Hirschman’s speech to other texts in this section by analyzing these statements and deciding if they are true or false. Justify your answers.

In activity 2, students mentioned that “Race is physical, what you appear to be” and “Ethnicity is what you really are, so it’s more of, like, your cultural roots”, which

I Students’ opinions in activity 2 and students’ self-descriptions in activity 3 reflect Dr. Hirschman’s comments about the usual notions of race and ethnicity.

True

reflects the usual associations of race and ethnicity with

II Prof. Sears’s comments on the sociohistorical aspect of race do not relate to Prof. Hirschman’s examples of the Jewish and the Irish.

False

physical and cultural traits, respectively, as pointed out by Dr. Hirschman. In activity 3, some students defined themselves by mixing how they look with

Extract from the audio available at . Accessed on September 15, 2015.

Prof. Sears mentions the sociohistorical aspect of race, meaning that it is not something fixed, biological, which has always existed, but something people create when they are interested in dividing and oppressing others (e.g., the Jews in the Holocaust). Therefore, this relates to what Dr. Hirschman said: the Jewish and the Irish were once thought to be a race (nowadays they are usually understood as an ethnic group and a nationality, respectively).

After listening

According to the previous discussions and the following material, is the concept of race biological? Talk to your classmates and justify your answer.

Professor/a, é importante refletir com os/as estudantes sobre o construto sócio-histórico que representa o conceito de raça, em oposição a um possível entendimento cotidiano do termo como uma classificação biológica relacionada à aparência. Trata-se, conforme discutido pelos especialistas, de uma criação humana que esconde relações de poder e dominação. Sugere-se, ainda, chamar a atenção dos/as estudantes, na imagem, para a classificação biológica das espécies nas categorias reino, filo, classe, ordem, família, gênero e espécie e para a ausência de uma categoria denominada “raça”, que é, de fato, um conceito inoperante nas ciências naturais. No entanto, é fundamental ressaltar a importância de continuar a discutir “raça” em sua acepção sócio-histórica e política, uma vez que o conceito resiste no imaginário de diversas sociedades, estando comumente associado a práticas discriminatórias.

Extinct

PHOTOS: WIKIPEDIA/REPRODUCTION

Threatened

EW CR

Available at . Accessed on September 15 , 2015.

103

Professor/a, ao imaginar uma pessoa residente nos Estados Unidos, é provável que os/as estudantes mentalizem, em um primeiro momento, um/a estadunidense, lá nascido/a. Em seguida, é provável que considerem sua aparência, deixando traços culturais em segundo plano. Na descrição do

Professor Sears mentions the social habit people have of separating “us” from “them”, of defining group membership by stressing differences, and sometimes using it as a form of oppression. Considering this idea and the statement below, discuss the questions with fenótipo dessa pessoa, é your classmates. provável que apareça uma

Professor/a, mais uma vez, sugere-se problematizar o peso que a diferença em relação ao padrão fenotípico exerce na classificação social. Aqueles/Aquelas que eram brancos/as apenas se disseram “brancos/as”, sendo a cor praticamente um sinônimo da nacionalidade estadunidense (“I’m white, but I’m also a quarter Armenian.”). Os/As que optaram por marcar o traço cultural “[…] Ethnicity concerns the relationship between groups whose em vez do fenotípico members consider each other culturally distinctive. […] [It] occurs se disseram “AfricanAmericans”; já a única when cultural differences are made relevant through interaction. It thus pessoa branca que se concerns what is socially relevant, not which cultural differences are definiu culturalmente usou a expressão “blue-blooded ‘actually there’. […] Ethnicity must therefore be seen as an aspect of a American”, problematizada a seguir. relationship, not as a property of a person or a group. […]”

representação estereotípica – pele, olhos e cabelos claros etc. –, por ser essa a imagem associada ao grupo dominante, promovida historicamente e pela mídia. Sugere-se iniciar a problematização acerca do peso do aspecto fenotípico na definição do outro e da representação estereotipada e redutora de uma nacionalidade inteira.

ERIKSEN, T. H. Small Places, Large Issues: An Introduction to Social and Cultural Anthropology. London/Virginia: Pluto Press, 1995/2001, p. 3-4.

Professor/a, as expressões blue-blooded e full-blood apresentam uma conotação de “pureza” relacionada a um ideal aristocrático de “sangue azul”. Essa ideia, embora em contínua desconstrução ao longo da história, ainda parece ser dotada de certo privilégio no imaginário popular. No entanto,

might this idea be a stereotype?

cabe problematizar quais nacionalidades/grupos étnicos costumam ser considerados “puros”. Nos discursos especificamente tratados nesta seção, estadunidenses e irlandeses/irlandesas foram adjetivados dessa forma, o que não ocorreu com negros/as e

b Go back to the self-descriptions in activity 3. In the heterogeneous context of the United

States, some students who have dark skin color identified themselves as “black American” or “African-American”. Were there any students who identified themselves as “white American” or “European-American”? Why do you think that happened?

c Another student said her ancestors were not “solid black”, as they had mixed origins. However, the same student mentioned that her great-grandfather was “full-blood Irish.” What connotation do you think is implicit in expressions such as “full-blood” and “blue-blooded”? afrodescendentes, os/as quais foram marcados/as de forma Which nationalities are they usually associated with? diferente (“they are not just like ‘solid black’”). Cabe questionar

3 Cultural identity

também se, em um país cujas origens estão na imigração de diversos povos de outros continentes (com a exceção dos nativos), seria possível falar em “blue-blooded American” ou se os/as brancos/as também não seriam “English-Americans”, “Irish-Americans”, “Polish-Americans” etc.

Finally, read this extract by another student from the University of Washington talking about Professor/a, ao focalizar o caso de Gianluca, é importante his identity. Then discuss the questions with a partner. ajudar os/as estudantes a perceber o conflito de

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

a When someone says that he/she lives in the U.S., what do you think that person looks like? Why

expectativas em relação à sua identidade, uma vez que a forma como os outros o veem (com ênfase em seus traços fenotípicos semelhantes aos de muitos/as asiáticos/as, diferentes do padrão normativo “branco/a”) não condiz com o modo como ele vê a si próprio, em que toda sua narrativa de vida, os locais por onde passou e sua “My dad is from California, he’s a third generation Chinese-American, and my bagagem cultural mother is from Milan, Italy, her parents are Neapolitan and Tuscan, so I was born in são considerados. Dessa forma, a Seattle, but when I was really young I moved to England, and I lived there for three identidade cultural e years. Following those three years, I moved to my mother’s hometown, in Milan, étnica aparece como um fenômeno muito and I stayed there until the end of high school. Sometimes [it’s] just a test because mais complexo que julgamentos redutores I know I look more Chinese than I do Italian. I just say ‘Oh, I’m Italian’, and they’re e limitantes com base just waiting for 30 seconds like, ‘So, you’re just Italian?’, and then I add ‘Oh, and, by na aparência física. É justamente por conta chance, I’m also part Chinese.’ But generally I identify [more] with my Italian side dessa complexidade than my Asian side. I feel inclined to say that I’m Asian, but I always say that I’m part que se torna difícil uma “cultura Asian, that I’m part Asian and part Caucasian, I don’t… I feel that pressure to identify conceber nacional”, seja ela estadunidense, myself with my physical appearance, if that’s what they’re looking for when they ask brasileira ou me. And they wouldn’t ask me otherwise, if I was just completely white, so…” de qualquer nacionalidade, Source: . Accessed on September 15, 2015. sobretudo em uma Occasional linguistic adjustments to fit standard language marked with [ ]. época de globalização avançada, em que a mobilidade humana ganha potencialidades novas e desafia qualquer definição simplista.

a Is there a contradiction between how Gianluca identifies himself and how he is identified by others? Based on what we discussed in this section, why does that happen?

b How does his narrative illustrate the limitation of simplistic assumptions based on one’s appearance and the heterogeneity of one’s cultural identity? 104

c Gianluca, like everyone interviewed in this section, is one of the millions of people that are part of the American population. With this in mind, how complicated do you think it is to talk about an “American culture”? Discuss

How diverse is the Brazilian population? What criteria do Brazilians generally use to identify themselves (skin color, ethnicity, nationality etc.)? Have you ever heard people say they are “blue-blooded/full-blood Brazilian”? How complicated is that given Brazilian history?

The imagined idea of one national culture and identity

READING LITERACY

Ciências Humanas

Before reading 1

How do you understand the concept of “nation”? In small groups, think of possible definitions for this word. Respostas pessoais.

Match the captions to the pictures and discuss: do you believe that nation and ethnicity Professor/a, retomando o conceito de etnia discutido na seção “Audio literacy” e observando correspond to the same idea? parte da pluralidade étnica que compõe a Austrália, espera-se que os/as estudantes sejam

b Australians of Aboriginal and Torres Strait Islander ancestries c Australians of Anglo-Celtic ancestry

3 Cultural identity

a Australians of Asian

capazes de identificar que “nação” e “etnia” não são termos congruentes, mas que diversos grupos étnicos estão presentes dentro de uma mesma ideia de “nação”. ancestry III

PHOTOS: 1- LOUISA GOULIAMAKI/ AFP, 2- TORSTEN BLACKWOOD/AFP, 3- DAVID FREUND/GETTY IMAGES

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Is there a tendency among Brazilians who have dark skin color to identify themselves as African-Brazilians in the same way as African-Americans do? Does the same situation happen with white Brazilians?

105

III

106 3

3 2

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

PHOTOS: 1- ALTRENDO/GETTY IMAGES, 2- LEAH-ANNE THOMPSON/ THINKSTOCK, 3- CLIVE BRUNSKILL/GETTY IMAGES

PHOTOS: 1- FAIRFAX MEDIA/GETTY IMAGES, 2- BARNABYCHAMBERS/ THINKSTOCK, 3- LONELY PLANET IMAGES/GETTY IMAGES

3 Cultural identity

II 2

Reading Scan the text and answer the questions in your notebook.

CULTURAL CONNECTIONS FOR LEARNING/REPRODUCTION

“Culture and Identity

Everyone has culture. However, while we are born into cultures we are not born with culture. Culture is something that we learn. Culture is dynamic and adapts to changing circumstances. Some aspects of culture are our identity; ethnicity, age or generation; gender; sexual orientation; education; occupation and [socioeconomic] status; and ability/disability. Culture can also be used to describe our way of life and the values, beliefs, and attitudes that we use in everyday life. Some definitions of culture focus on art, religion, eating habits, rituals, humour, science, law, sports, ceremonies and so on. It is important to understand that there is as much variation within cultures as between them and that individuals express their cultures in various ways depending on the circumstances. When people move to a new country, they often find the new environment is quite different to what they have been used to. They are likely to experience differences in language, dress, food, accommodation, transport, money, weather, lifestyle, attitudes and behaviour. Adjusting to a new place, people and practices can cause feelings of being ‘out of place’, anxious, confused, distressed, frustrated and/or doubtful. Everything is suddenly very different from what they have been used to. Negative feelings are common and different people experience them at different times. It is important to remember this is a very common experience and is often called ‘culture shock’. […] Is there an Australian culture? Australians of whatever background all have culture. But, as for all societies, it is inaccurate to speak of there being one Australian culture. The original inhabitants of Australia are Aboriginal and Torres Strait Islander (Indigenous) peoples who have been living in this country for at least 45,000 years. Prior to colonisation there was no conceptualisation of a single people called ‘Aborigines’. There were several hundred different language groups on the mainland and two major different language groups in the Torres Strait. So, as for all cultures, there is tremendous variation. Australia has a population of more than 21 million people and the majority of Australians are of Anglo-Celtic ethnicity, but there are also migrants from over 200 countries around the world. In fact, 43% of Australians were born overseas or have a parent who was born overseas. This makes Australia a culturally rich and diverse society. Is there an Australian identity? 3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

What is culture?

There are many factors that influence a person’s identity and these include their ethnic and linguistic background. Because Australians are such a diverse population, there are many ethnicities, and languages represented as Australian cultures are diverse and dynamic. Many Australians tend to have a relaxed attitude and treat people in an informal manner. This is not to be confused with being disrespectful. However, some occasions are quite formal (e.g., graduations) and, generally speaking, Australians are quite respectful of others’ privacy. 107

English is the national language of Australia, although there are many other languages that are used in everyday life. Anglo-Australians speak English with a distinctive accent and Australians use many colloquialisms (unique expressions), slang words and expressions. Many international students find these expressions difficult to understand, especially at first, occasionally resulting in misunderstandings. […]” Faculty of Health, 2013, Cultural Connections for Learning. Available at . Accessed on September 15, 2016. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

a Where was the text taken from? b What type of text is it?

A website entitled Cultural Connections for Learning.

An online article.

c What is its purpose? I To present the author's point of view on the topic of cultural identity based on academic references and trustworthy sources. students deal better with diversity in a new environment.

III To summarize and critically evaluate the main topics discussed in a book about cultural identity and diversity.

Read the text again carefully and answer the questions. in a broader perspective, as a What are the two approaches to the concept of “culture” mentioned? Culture a form of identity (ethnicity, age or generation, gender, sexual orientation etc.), and culture as the cultivated aspects of life (values, beliefs, attitudes, ceremonies etc.).

experience that people who have to adjust to a different environment may b How is “culture shock” described? Agocommon through. It encompasses negative feelings such as frustration, distress and a general

impression of being “out of place”. Because of the tremendous amount of cultural variation among Australian inhabitants, who come from different ethnic backgrounds. As all of them share, to a certain extent, beliefs, languages and practices with their different ancestors, it is impossible think of a monolithic Would it be inaccurate to talk about one Australian identity as well? Justify. to culture in the country. Yes. As mentioned in the text, among the different aspects that compose a person’s identity are linguistic and ethnic backgrounds. Since there are distinct languages and ethnicities represented in Australian cultures, there cannot be only one Australian identity.

c Why is it inaccurate to talk about one Australian culture? d

After reading 5

According to the text, “prior to colonisation there was no conceptualisation of a single people called ‘Aborigines’”. How does that relate to what we studied about race and ethnicity? Professor/a, sugere-se lembrar os/as estudantes da natureza sócio-histórica desses conceitos, criados Discuss with your classmates. principalmente em situações de colonização para separar as pessoas entre “nós” e “eles” a fim de

explorar esse “outro”. É importante lembrá-los/as, ainda, das relações étnicas como um fenômeno interacional — a construção das diferenças culturais entre grupos com base em traços considerados relevantes. Assim, antes da colonização europeia da atual Austrália, não havia essa identificação entre os povos nativos, o que ressalta como o “outro” (diferença) está imbricado na formação identitária de um indivíduo/grupo (semelhança).

Do you believe the same sociohistorical construction applies to the concept of nation? Read the definition and answer the questions.

3 Cultural identity

“I propose the following definition of the nation: it is an imagined political community — and imagined as both inherently limited and sovereign.” ANDERSON, B. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso, 1983/2006, p. 6.

Professor/a, embora o território físico hoje reconhecido como Austrália já existisse, sua concepção política foi construída ao longo da história e sua consolidação atual como nação foi resultado de processos de colonização, que serviram a interesses diversos. Aqui é possível fazer uma

a Was there a country called Australia prior to its colonization?

comparação com o Brasil, cujo território nem sempre foi assim denominado e cujas fronteiras políticas resultaram de processos similares.

b Why do you think the author states that this political community, limited and sovereign, is imagined? 108

Respostas pessoais. Professor/a, recomenda-se explorar os possíveis significados de “imaginada”com os/as estudantes uma invenção no sentido de mascaramento, uma ideia falsa e inexistente, ou no sentido de imaginação criativa, uma abstração que permite aos indivíduos conceber uma realidade de fato presente, porém não concreta nem preexistente à sua própria construção por esses indivíduos.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

II To discuss topics related to culture and cultural identity that may help international

Professor/a, o texto da atividade 3 faz constante referência à pluralidade étnica e cultural presente na Austrália, o que ilustra o conceito de polyethnic nations trabalhado no trecho em questão. Ainda sobre o texto da atividade 3, é possível identificar o grupo dominante no país

Examine the excerpt and discuss the questions with your classmates.

como sendo aquele de origem anglo-celta. Isso pode ser percebido, por exemplo, na escolha do inglês como língua nacional: “English is the national language of Australia, although there are many other languages that are used in everyday life.”

“There are many ethnic groups which are not nations, and there may also be nations which are not ethnic groups — that is, polyethnic nations or countries which are not founded on an ethnic principle. Naturally, most of the world’s countries are as a matter of fact polyethnic, but many of them are dominated by one ethnic group.” ERIKSEN, T. H. Small Places, Large Issues: An Introduction to Social and Cultural Anthropology. London/Virginia: Pluto Press, 1995/2001, p. 281-282.

a How does the text from activity 3 illustrate what is presented in the excerpt? b What is the dominant ethnic group in Australia? Look for an example in the text from activity 3 that illustrates a situation in which this domination is clear. Considering the text “Culture and Identity”, from activity 3, and the definitions of nation, which of the following does not summarize what was discussed?

a As a nation constitutes an imagined community, it gives rise to an imagined “national culture”, which is a useful construction to involve its different inhabitants in a single feeling of belonging and loyalty.

b Nations exist because people are able to imagine their existence. They are not a concrete, material reality that can be observed directly, but rather a psychological bond that may contribute to a person’s sense of identity.

c Nations are considered imagined communities in the sense that they were planned, conceptualized and created throughout history to serve political interests of power, self-affirmation, protection or even domination.

d Nations are fake, they do not exist at all. They are something people invent, and therefore they are unrealistic.

e In the processes of imagining and establishing their most important political and cultural institutions (government, borders, language, history etc.), nations hide relationships of inequality and exploitation among the different ethnic groups that constitute the “national community".

Professor/a, sugere-se refletir sobre a inexistência de uma única cultura e uma única identidade brasileiras, o que generalizaria e limitaria uma realidade que abarca diversas culturas e identidades nacionais, algumas mais privilegiadas que Não se trata, contudo, da inexistência absoluta de particularidades culturais e identitárias brasileiras, mas sim do Discuss outras. reconhecimento da sua heterogeneidade, tal como ocorre com todas as nações do mundo. Assim como a Austrália e outros países, o Brasil também apresenta um grupo étnico dominante, que pode ser identificado como aquele de origem europeia e, especificamente, lusitana. Have you ever experienced a situation of culture shock? If so, what happened? mais Essa dominação pode ser

Is there a Brazilian culture? Is there a Brazilian identity? Isn’t there a Brazilian culture and identity at all? Is there a dominant ethnic group in Brazil? If so, what is it? Justify.

exemplificada pela escolha do português como língua nacional, fruto de processos políticos envoltos em relações de poder. Além disso, a existência de uma religião/credo dominante a vinculada/o a esses grupos também serve para exemplificar essa relação, entre outros fatores.

Exploring further Look for more information about the ideology of “nationalism” and the imagined correspondence between cultural and political boundaries. Also, seek examples of conflicts between ethnic groups who strive for political recognition and the dominant group who denies it. Don’t forget you can consult your History and Geography teachers! Share your findings with your classmates. 109

3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

LINGUISTIC LITERACY Professor/a, o uso do past simple e do past progressive é sistematizado no “Language reference”, página 179. Sugere-se usar a seção a seu critério.

Expressing past time: narratives in the construction of cultural identities Ciências Humanas

Go back to page 104 and read Gianluca’s narrative again. Then do the activities in your notebook. ethnic and geographical backgrounds and their impacts on his cultural identity, a What is the main topic of his speech? His as perceived by himself and by others.

b Which verbs express past time in the text?

Professor/a, os verbos encontram-se circulados no texto.

c Pay close attention to those verbs. What type of past events do they express? I They express events that happened in the past, which were completed and no longer occur in the present.

II They express events that were in progress during a certain period of time in the past. the past.

d What do the past forms of the verbs “move”, “live” and “stay” have in common? They all end in -ed; they are regular verbs.

e Find in the text an example of an irregular verb (i.e., a verb which does not follow the same pattern of formation mentioned in item "d ") in the past simple. The verb to be is an example of an irregular verb (past: was/were) present in the text.

Now read the narrative by Judith Enders, a German woman who lived in Australia when she was a teenager. Then answer the questions in your notebook.

“Culture Shock — A Personal Story

But, even though all exchange students participated in a one-day preparatory meeting, no kind of preparation could have avoided the inevitable culture shock I was experiencing — and I am glad it didn’t! Many people confuse the term culture shock with the phase of feeling discomfort, confusion, frustration and homesickness before adjusting to a foreign culture. However, culture shock is so much more! INTERNATIONS/REPRODUCTION

3 Cultural identity

When I first arrived in Australia at the age of 16 to go to High School for one year and live with a host family, I was completely over the moon with everything — and I mean everything! When the plane finally touched down in Sydney I was so excited and exhilarated that I was finally in Australia, something we had been planning for many months.

The Honeymoon Phase It also includes those first weeks or months of the so-called “honeymoon phase”, [when] you are super happy to be in that other culture and everything you experience, from cultural aspects such as ways of living and interacting with others to clothes, music, and food, seems exotic, new and exciting. […] 110

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

III They express events that happened in the past prior to other events that also happened in

However, as I was going to experience soon enough, this feeling didn’t last forever. After about two months, things started to feel odd. Differences became more apparent. I started missing my friends and family more and more. Frustrating thoughts increasingly populated my head: ‘Nobody really [understands] me, my English is not good enough. I wish people would just be able to speak German for one day! Why is it so impossible to find proper bread (‘proper’ in my opinion referring to bread from Germany)? I wish public transportation would work the same way as at home!’ And so on.

The Negotiation Phase These thoughts were of course highly unproductive and unhelpful. However, these are part of the process and herald the ‘negotiation phase’. Feelings of anxiety would creep up on me from nowhere! Homesickness would dominate most evenings. Of course it was not like this all the time. Initial ‘honeymoon’ feelings of excitement and exhilaration would take turns with feelings of disorientation and frustration. Phases are not clearly marked because each phase overlaps with the next one and sometimes you feel like you take two steps forward and one back.

Over the next few months, though, feelings of adjustment and belonging more and more superseded those feelings of displacement and homesickness. I developed my own little routine, learned to adapt to stress through various techniques, and made many new friends. I had slowly and unknowingly entered the ‘adjustment phase’. I had learned what to expect in most situations, had adapted my own behavior and learned to appreciate new ways of thinking and attitudes. My English had improved dramatically — not only my vocabulary had expanded significantly but I also thought and dreamt exclusively in English! During those months I had developed a very interesting sleeping pattern where I would sleep [approximately] 14 hours a day straight. My mind needed time to recover after experiencing so many challenges throughout the day — speaking English, dressing differently, attending class at High School, making new friends, observing and processing differences, adjusting my own behavior, analyzing the meaning of what people [said] and translating it into something I could understand and appropriately respond to etc.

The Mastery Phase Things started to make sense and I understood Australian culture better and better (or at least the culture lived at my host family and High School in Sydney)! That was a major breakthrough for me personally. Every day I felt more and more comfortable with my new home. I adopted many new traits while also keeping earlier ones from my home country. I would often refer to myself as ‘having a second nationality’. This process which occurred over my last few months abroad is called the ‘mastery phase’. My happiest moment was when my dear friend one day remarked during a conversation: ‘You are Australian now, Jude! You sound just like us!’ She knew what she was talking about, had she not seen me transform from a silent timid German who could hardly follow a conversation to an almost accent-free bicultural Australian/German? I want to point out that the effects of culture shock are different for everyone and can result in different behaviors and feelings. The timing of the different phases also varies a lot from person to person. One thing’s for sure though: Culture shock is inevitable and acceptance is the first step towards adjusting better to a foreign culture.

Dealing with Culture Shock Here is my 5 cents on what has helped me deal better with culture shock: Try to really put yourself out there and make friends! Talk, even when you make mistakes! Develop a routine! Think about how you dealt with stress at home and apply it in the new culture: Yoga, sports, going for a walk, talking to a dear friend? Try to be positive and see the good aspect in everything. Negative thinking is a vicious circle and can quickly pull you down. Also, laugh about yourself or whatever is frustrating you — humour helps us make light of a situation. Always remember ‘what can I learn from this?’ Don’t try to negate the

111

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Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

The Adjustment Phase

positive aspects of the other culture. Often there is a valid reason behind why things are done that way. Realizing that doesn’t mean you have to give up all you are and believe in! It merely widens your horizon and helps you negotiate between different cultures. And I believe that if you manage to acquire those intercultural skills during a culture shock, the previous feelings of disconnection and anxiety are well worth it. Maybe if we all did an exchange of some sort we would live in a more understanding, peaceful world. The best thing for me personally is that I am still in touch with my host family, that I stayed with [ten years ago now]! I visited them again with my Mum, and they visited me in Europe and will come again soon to visit me in Buenos Aires, where I currently live! I am very grateful for their friendship and hospitality while I went through culture shock — it certainly can’t have been easy! Their own unlimited generousness has been a great role model to me and has convinced me to host my own exchange student when I am older. Judith Enders grew up in Germany and studied International Business at Maastricht University. Having studied and worked in seven countries on three continents, Judith is currently residing in Buenos Aires, working at NGOs and giving intercultural training. Before that she worked for two years at Google, Ireland, and traveled for 5 months through 14 African countries.

Available at . Accessed on September 16, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

a How does Judith Enders describe “culture shock”? I As a negative experience that involves feelings of frustration and discomfort. II As a complex process with different phases of adjustment. b What is the main ability she acquired from her experience abroad? I Intercultural skills. II Language proficiency. c How did Judith’s cultural identity develop during the program? I She lost her initial identity. II She developed a more plural cultural identity. d Does Judith’s story relate to Gianluca’s narrative, on page 104? I No, there is nothing in common between the two texts. II Yes, both texts relate culture to identity and refer to past experiences in the constitution of their authors’ identities.

Professor/a, recomenda-se chamar a atenção dos/as estudantes para os verbos dream e learn, que admitem formação regular e irregular no passado, e para o verbo occur, que, por ter a última sílaba tônica e formada por consoante, vogal e consoante, tem sua última consoante

Copy the chart in your notebook and do the activities.

dobrada (já o verbo travel, por ter a primeira sílaba tônica, não precisa seguir esse padrão, embora a forma travelled também seja aceita). Finalmente, atentar para o verbo study, cujo y, por ser precedido de consoante, é substituído por i antes do acréscimo sufixal de -ed.

a Go back to Judith's text. Find verbs in the past tense and put them in the appropriate column.

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Irregular

TEBOO

3 Cultural identity

Regular

participated — participate populated — populate remarked — remark started — start stayed — stay studied — study

adopted — adopt arrived — arrive developed — develop learned — learn needed — need occurred — occur

superseded — supersede worked — work touched — touch traveled — travel visited — visit

b Write their corresponding base form.

was/were — be became — become dreamt — dream felt — feel grew — grow knew — know made — make thought — think understood — understand went — go

Look at the two verb phrases highlighted in the text and decide if the statements are true or false. Justify the false ones in your notebook.

a Both phrases are in the negative form, but each one corresponds to a different verb tense. Both verb phrases are in the negative form and correspond to the same verb tense (past).

112

False.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

[…]”

b There is an auxiliary verb in both verb phrases. False. There is an auxiliary verb (did) only in the verb phrase didn’t last. c If the main verb is the verb to be, it is just necessary to add not to it in order to create the negative form.

True

d If the main verb is not the verb to be or a modal verb, the auxiliary did is necessary to create the negative form. Then not is added to the auxiliary did.

True

e Even when the auxiliary did is used, the main verb has to continue in the past form. False. Once the

auxiliary did is already in its past form, the main verb remains in the base form.

Wasn’t, weren’t and didn’t are contracted forms of was not, were not and did not, respectively. True

The following questions were taken from an interview with a man who emigrated to Australia and now considers the place his second country. Analyze them and do the activities.

How did you come and what was the journey like? What did you bring with you? How old were you when you left? What was your arrival in Australia like? What did you want to do when you came to Australia? Was it mostly hot or cold in your country? Why did you choose to come to Australia? How did you come and what was the journey like? What did you bring with you? How old were you when you left? What was your arrival in Australia like? What did you want to do when you came to Australia?

Were winters cold and summers hot? Did you attend school? Information available at . Accessed on September 16, 2015.

a Copy the chart in your notebook and put the questions above in the correct column. O

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Content questions

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Yes/No questions

Was it mostly hot or cold in your country? Were winters cold and summers hot? Did you attend school?

Professor/a, sugere-se comentar com os/as estudantes que as chamadas content questions também são conhecidas como information questions ou, ainda, wh- questions, por serem iniciadas pelos pronomes interrogativos what, which, where, when, who, whose e how.

b Identify the main verbs in each question. Professor/a, as respostas encontram-se sublinhadas no item “a”. c Now analyze the questions carefully and decide which statements are correct. I If the main verb is the verb to be, it is just necessary to invert the order “subject + verb” to “verb + subject” to form a question.

II If the main verb is not the verb to be or a modal verb, the auxiliary did is necessary to create the interrogative form.

III When the auxiliary did is used, the main verb remains in the past form. IV The same rules apply to yes/no questions and to content questions. The only difference is that a wh- word starts the sentence in the case of content questions. 113

3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Why did you choose to come to Australia?

Do you know any foreigners who have visited Brazil or lived in it? Read these testimonials from people who have come to Brazil and answer the questions.

PORTUGUESEMASSA.WORDPRESS.COM/REPRODUCTION

Brazil Experience — Testimonial [from] Two British Girls Leave a comment

Hey guys!! Here we are again! And this time I’d like to share with you this GREAT testimonial sent to our email […] from two British girls who were visiting Brazil. I hope you enjoy it and, more than that, I hope you can live the same amazing experience they had in the country and with our beautiful Portuguese language! _____________________________________________________________________

As part of a year-long trip around South America, we were fortunate enough to spend six weeks travelling down the East coast of Brazil. Having never visited the country before, our minds were full of curiosities about the land of sun, samba and caipirinhas. Not only were all of our expectations fulfilled, they were exceeded day by day. Obviously, when you first think of Brazil your mind is immediately drawn to that silhouette of Jesus standing high above the Cidade Maravilhosa, and so it should be. What we weren’t expecting is how much more the country has to offer. Stunning beaches in Fortaleza and Ilha Grande, waterfalls in Paraty, displays of traditional capoeira in Salvador and the breathtaking [Iguazu] Falls.

3 Cultural identity

[…] We got to experience the vast differences between the concrete jungle of Sao Paulo to the laid back surfers’ paradise Florianopolis to the colonial cobbled streets of Paraty. Being foodies, we were so excited to uncover what Brazil had to offer: por [quilo] restaurants (in our eyes, the best invention man has ever made); sweet and refreshing [açaí]; churrascarias, a meat lover’s paradise; exotic fruit […]; the freshest [seafood] you could imagine; and the most delicious [home-cooked] food. […] Out of all of the countries that we have visited so far on our travels, Brazil is the one that has really captured our hearts (sorry, but it’s true!) and we are already planning our next trip, hopefully for a special occasion in the near future!!, to discover more of what it has to offer. Sara Morgan and Jessica Catteril” Available at . Accessed on September 15, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

114

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“April 15, 2013

UCTION ZIL.COM/REPROD CELEBRATEBRA

[…] I wasn’t visiting Brazil as a tourist, rather I was traveling to spiritual communities for my own learning and healing, so that I could be of greater service to the world in my own work. I lived in cities as well as very rural areas, some of them very remote. The experience changed me in so many ways. I came to deeply understand how economics shapes our consciousness, both for the good and the not so good. Brazilian Culture — Generosity I was deeply humbled by the generosity of all Brazilians that I met. There, I was considered a ‘rich American’, even though by American standards I was quite ‘lower middle class’ or even less, but even the poorest of people that I met generously offered me food when I visited their homes. It was quite something for me to experience. I got to see all the fear I was carrying with me, that was illuminated in the face of such pure generosity. Brazilian Culture — Going With the Flow I also noticed how much baggage I was carrying, both literally AND figuratively! My fellow Brazilian travelers would carry a modest bag with them, I had a huge duffel bag which was very awkward. I was often in situations where things would break down, like buses, cars, water heaters and so forth. One time I was on a bus traveling back to Rio by myself, and the bus broke down. ‘Acabou!’ We pulled over on the highway, and everyone got out of the bus calmly and waited patiently. I was a wreck, as I had no idea how they would fix it, or how we would get to where we were going, how long we’d be out in the hot sun without water and food, etc., etc., etc.! Somehow it all worked out, and I noticed how accustomed I am to feeling ‘in control’. Brazilian Culture — A New Way of Doing Things Well, I definitely did not feel ‘in control’ in Brazil. It was not easy to get things done in the way I am used to in the United States. There was always something breaking down, or plans would change, or the phone wouldn’t work, or whoever we were waiting for would be late. […] Brazilian People Brazil is home to more than 194,000,000 people (an approximate figure as of 2010) whose ancestors come from all over the world. Like the United States, Brazil is a nation of immigrants. Brazilians are an ethnically diverse people with ancestors from Asia, Africa, Europe, the Middle East, and North America. […] Now, each of us is a beautiful, unique individual, and at the same time we are part of the family and the country we were born into. I met thousands of Brazilians while I was living in Brazil, and although they were each unique, there were some things I felt about the Brazilian culture and people as a whole. In my experience, the Brazilian people are warm, generous and [heart-centered]. People are more important than things. Relationships matter, and take precedence. […]” Available at . Accessed on September 16, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

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3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“Brazilian Culture — [Visiting Brazil] and What I Learned

For the most part, they emphasize the positive aspects of the country, seen from a touristic point of view: its natural beauties, “the land of sun, samba and caipirinhas”, the city of Rio de Janeiro as a landmark of the whole country, the hospitality of the people etc.

a What aspects do these people emphasize when talking about Brazil?

b How are their impressions similar to or different from yours, as a Brazilian citizen? Respostas pessoais. c Read a possible definition of “stereotype”. To what extent do you think some of the expectations foreigners have about Brazil and its people and some representations they make Professor/a, recomenda-se chamar a atenção dos/as estudantes para o fato de que estereótipos são reduções simplistas (e of the country are stereotypical?

THEFREEDICTIONARY. COM/REPRODUCTION

comumente carregadas de preconceitos) de uma realidade muito mais plural e complexa; são, portanto, representações limitadas e limitantes dessa realidade, mas que não são necessariamente invenções completamente falsas. Dessa forma, muito do que se imagina a respeito do Brasil (“the land of sun, samba and caipirinhas”, por exemplo) se baseia em estereótipos veiculados por mídias diversas, que reduzem a realidade, que é muito heterogênea, a algo quase homogêneo.

Analyze the highlighted expressions in the texts. Then copy the sentences in your notebook, Professor/a, embora não haja nenhuma ocorrência do past progressive na choosing the appropriate options in bold. interrogativa nos textos apresentados, sugere-se evocar o conhecimento prévio dos/as estudantes para responder ao item “d”. Como se trata de uma estrutura em que o verbo to be é o verbo principal, não é necessário acrescentar um verbo auxiliar, bastando a inversão da ordem sujeito + verbo.

a They refer to events that were in progress/completed in the past.

b They are formed by the verb to be in the present/in the past + the main verb followed by -ing. c To create the negative form, we add no/not after the verb to be/main verb. These negative forms can be contracted as doesn’t/wasn’t (for I/he/she/it) or don’t/weren’t (for you/we/they).

d In the interrogative form, it is/isn’t necessary to add an auxiliary. We just invert the order subject + verb/verb + subject to verb + subject/subject + verb.

e The name of the past tense they refer to is past progressive/past simple.

Have you ever lived/studied in a different place (state, city, neighborhood, school etc.)? Talk to your classmates about these past experiences: what you were expecting to find in these places, what happened when you were living/studying there and how they contributed to your cultural identity. If you have always lived/studied in the same place, discuss the advantages and contributions to your identity this situation presents. Respostas pessoais.

ORAL LITERACY

Conducting a survey: Brazilian cultural identities from within

Professor/a, para ajudar os/as estudantes a chegar a uma resposta, recomenda-se perguntar se, em geral, Ciências Humanas brasileiros/as preferem se identificar como “brancos/as”, “negros/as”, “pardos/as”, “amarelos/as” ou Matemática “vermelhos/as” ou sinalizar pertencimento a um grupo étnico específico (ex.: afrodescendente, lusodescendente, italodescendente, nissei, indígena etc.). Ao investigar possíveis razões para tal, pode-se perguntar até que ponto esses diferentes grupos procuram manter vivos símbolos culturais de seus ancestrais que lhes sejam significativos (língua, religião, ritos etc.). É possível que aqueles/ aquelas para quem a maior parte desses elementos culturais já tenha se perdido se vejam mais como brasileiros/as (e menos como

Before speaking 3 Cultural identity

1 2

In your opinion, do Brazilians prefer to identify themselves by the color of their skin or their ethnical origins? Why? Respostas pessoais.

teutodescendentes, nipodescendentes etc.) e marquem como relevantes outros aspectos que consideram significativos (ex.: cor da pele, “raça”). Para outros/as (como os/as indígenas), que lutam para manter sua língua e tradições vivas, é possível que prevaleça a identidade étnica.

The Brazilian Institute of Geography and Statistics (IBGE) conducts a national survey every ten years to collect information about the country’s population. Look at some results from the 2010 Census and answer the questions in your notebook. 116

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Tabela 1.2.1 – População residente, por cor ou raça, segundo o sexo, a situação do domicílio e os grupos de idade – Brasil – 2010 (continua)

Total

Cor ou raça Total

Branca

190 755 799

90 621 281

Preta

Amarela

14 351 162

2 105 353

Parda 82 820 452

Indígena

Sem declaração

821 501

36 051

IBGE/REPRODUCTION

População residente

Sexo, situação do domicílio e grupos de idade

Available at . Accessed on September 17, 2015.

Respostas pessoais. Professor/a, recomenda-se chamar a atenção dos/as estudantes para os critérios de identificação populacional usados pelo IBGE, baseados em cor/raça, à exceção dos indígenas (marcação étnica). Neste último caso, o Censo permite ainda a especificação da

a How similar/different are the opinions you expressed in activity 2 and the criteria of identification used by IBGE?

etnia e da língua local no preenchimento do questionário.

b Examining the number of people under each category, what can you conclude about the

Professor/a, de acordo com o Censo 2010, a população preta e parda (97.171.614 pessoas) do Brasil constitui maioria, sendo mais numerosa que a população branca (90.621.281 pessoas).

Go to activity 3 on page 101 in the “Audio literacy” section. Identify the expressions students used to signal their identity and copy them in your notebook. Respostas posssíveis: “I identify (more) with…”, “I am, to my knowledge, …”, “I feel inclined to say…”, “I feel that pressure to identify myself with…”.

“I’d consider myself…”

Speaking 4

Professor/a, no que diz respeito à identidade racial (como construto sócio-histórico), vale lembrar os/as estudantes das características fenotípicas que estão associadas ao conceito, sobretudo à cor da pele. Já em relação à identidade étnica, recomenda-se estimulá-los/as a narrar suas origens culturais.

Copy the chart in your notebook. Then walk around the classroom and interview your classmates, taking notes about how they identify themselves in terms of race and ethnicity. Respostas pessoais.

How do you define your racial identity?

How do you define your ethnic identity?

Reasons

Student 1 Student 2 N

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Student 3

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After speaking

3 Cultural identity

Based on the results from the interview you conducted in your classroom, complete the chart in your notebook. Respostas pessoais. My classroom population — year: Skin color/Race Black

Yellow

Brown

Indigenous

Other

No declaration O

TEBOO K

White

Total

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Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

majority of the Brazilian population?

117

To what extent does your classroom population reflect the national reality portrayed by the IBGE 2010 Census? Compare your results to the information in activity 2. Respostas pessoais.

Professor/a, recomenda-se estimular uma reflexão a respeito da baixa representatividade de cidadãos/cidadãs pretos/as e pardos/as em cargos e posições de poder, sobretudo quando comparados/as aos/às brancos/as, o que permite caracterizá-los/as como minorias sociais.

Do you know what “minority group” refers to? Read the definition and discuss the questions with your classmates.

Professor/a, em geral, os grupos que fogem do padrão normativo e dominante em dada sociedade – a exemplo do “homem branco, heterossexual, cristão, de classe média/alta, sem deficiência física, mental e intelectual” – constituem, em diferentes medidas, grupos minoritários. Dessa forma, os/as indígenas também estão à margem dos setores dominantes, tal como as mulheres, os/as homossexuais, transexuais e transgêneros, os/as mais pobres, moradores/moradoras de periferias, deficientes físicos/as, mentais e intelectuais, praticantes de religiões não cristãs, principalmente as de matrizes africanas etc.

This article has multiple issues. Please

[hide]

page. • This article needs additional citations for veriﬁcation. (March 2013) • This article provides insufﬁcient context for those unfamiliar with the subject. (April 2015)

Minority group is a term referring to a category of people differentiated from the social majority, i.e., those who hold the majority of positions of social power in a society, and may be deﬁned by law. Rather than a relational "social group", as the term would indicate, "minority group" refers to the abovecharacteristics, including: ethnicity, race, religion, caste, gender, wealth, health or sexual orientation. Usage of the term is applied to various situations and civilizations within history, despite its popular mis-association with a numerical, statistical minority. In the social sciences, the term "minority" is used to refer to categories of persons who hold fewer positions of social power. Available at . Accessed on October 20, 2015.

a Despite being a numerical majority, is it possible to say that black and brown populations in Brazil still constitute a minority group in social terms? Why?

b What other groups could be considered social minorities? c Are there any social/political efforts devoted to empowering such minorities? Which ones?

3 Cultural identity

Professor/a, a discussão sobre identidade e diferença será mais bem trabalhada na próxima unidade. No entanto, sugere-se iniciar um debate sobre iniciativas governamentais, a exemplo das ações afirmativas destinadas a conferir maior espaço de atuação sociopolítica a minorias étnico-raciais. É possível mencionar, também, comemorações como o “Dia Internacional da Mulher”, o “Dia da Consciência Negra”, o “Dia do Índio” e a “Parada do Orgulho LGBT" como conquistas de movimentos sociais para o maior reconhecimento dessas minorias.

LINGUISTIC LITERACY

Connecting past time to present time: the present perfect

Professor/a, o uso do present perfect é sistematizado no “Language reference”, página 181. Sugere-se usar a seção a seu critério.

Ciências Humanas

What do you remember about the texts “Culture shock — a personal story”, on page 110, and “Brazil Experience — Testimonial [from] Two British Girls”, on page 114? Respostas pessoais. Professor/a, 118

como trechos desses dois textos serão revisitados nesta seção, sugere-se lembrar os/as estudantes de suas temáticas principais: a experiência de choque cultural vivenciada pela autora do primeiro texto enquanto morava na Austrália e a experiência turística vivenciada por duas garotas britânicas quando visitaram o Brasil.

WIKIPEDIA/REPRODUCTION

described. The differentiation can be based on one or more observable human

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

help improve it or discuss these issues on the talk

Look at some extracts from those texts and do the activities in your notebook.

“We got to experience the vast differences between the concrete jungle of Sao Paulo to the laid back surfers’ paradise Florianopolis to the colonial cobbled streets of Paraty. Being foodies, we were so excited to uncover what Brazil had to offer: por [quilo] restaurants (in our eyes, the best invention man has ever made); sweet and refreshing [açaí]; churrascarias, a meat lover’s paradise; exotic fruit […]; the freshest [seafood] you could imagine; and the most delicious [home‒cooked] food.

“The best thing for me personally is that I am still in touch with my host family, that I stayed with [ten years ago now]! I visited them again with my Mum, and they visited me in Europe and will come again soon to visit me in Buenos Aires, where I currently live! I am very grateful for their friendship and hospitality while I went through culture shock — it certainly can’t have been easy! Their own unlimited generousness has been a great role model to me and has convinced me to host my own exchange student when I am older.”

[…] Out of all of the countries that we have visited so far on our travels, Brazil is the one that has really captured our hearts (sorry, but it’s true!) and we are already planning our next trip, hopefully for a special occasion in the near future!!, to discover more of what it has to offer.”

Judith Enders (“Culture Shock — a personal story”, page 112)

Sara Morgan and Jessica Catteril (“Brazil Experience — Testimonial [from] Two British Girls”, page 114)

a Analyze the verb phrases highlighted in yellow in both extracts. Then answer the questions with yes or no in your notebook.

I Does Judith Enders still stay with a host family in Australia? II Is she visiting this host family with her mother now? III Is this family visiting her at the moment?

IV Is she going through culture shock right now?

V Are Sara and Jessica getting to experience Brazilian landscapes at the moment?

b Analyze the verb phrases highlighted in green in both extracts. Then answer the questions with yes or no in your notebook.

I Does Judith’s host family’s generousness, demonstrated in the past, still work as a great model for her in the present?

Yes

II Is Judith still convinced to host her own exchange student, as an effect of the generousness she received in the past?

Yes

III Were por quilo restaurants invented in the past? Does this type of restaurant still exist in the present? Is the exact moment of this invention unspecified in Sara and Jessica’s testimonial? Yes

IV Did Sara and Jessica visit different countries in the past? Do these past trips have an impact on who they are in the present? Do they specify the exact dates when they visited these countries in their testimonial? Yes

V Did Brazil capture Sara’s and Jessica’s hearts? Are they still touched by this past experience?

Yes

119

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Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

c Copy the sentences in your notebook, choosing the appropriate option in bold. I The verb phrases highlighted in yellow/green express events and states that happened or started to happen in the past and still happen in the present or have a considerable impact on the present. This tense is called present perfect.

II The verb phrases highlighted in yellow/green express completed events and states that happened or were true in the past, but which no longer happen or are true in the present. This tense is called past simple.

When one says an event that happened in the past has a considerable impact on the present, one bridges the gap between past and present times. This may occur in different ways. Study the topics and read the extracts below. Which sense (I, II or III) is emphasized in the highlighted verb forms?

I An event that started happening or a state past

present

future

Professor/a, em algumas situações de uso do present perfect, os sentidos I, II e III podem se confundir e/ou até mesmo se acumular. Nas frases do item "b" da atividade 2, o sentido I pode

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

that started being true in the past continues to happen or to be true in the present.

II An event has just finished — its completion is so recent that it has a clear impact on the present.

III An event that happened in the past at an unspecified time (“when” exactly is not important) and which is still considered a valuable experience in the present, because of the different contributions it brought. Because of this event, the person now has “the experience of something” or became different from who he/she was before.

past

present

future

past

present

future

ser encontrado no primeiro caso: a generosidade da família de Judith foi e continua sendo um grande exemplo para a autora. De certa forma, ele também pode estar subentendido no terceiro caso: restaurantes por quilo foram criados pelo ser humano em algum momento do passado e são uma invenção que continua existindo. Já o sentido III pode ser encontrado nos demais casos: a generosidade que serviu de modelo para Judith a convenceu a hospedar um/a estudante de intercâmbio (logo, hoje ela está convencida disso); o ser humano inventou

restaurantes por quilo em algum momento não especificado do passado, e essa invenção afeta a dinâmica presente; Sara e Jessica já visitaram diversos países no passado, em datas também não especificadas, o que as tornou diferentes hoje (acúmulo de experiência); e, entre todos esses países que elas visitaram, o Brasil foi aquele que conquistou seus corações e ainda hoje recebe o carinho das autoras, que se sentem tocadas pela experiência que tiveram.

“I am very grateful for their friendship and hospitality while I went through culture shock — it certainly can’t have been easy! Their own unlimited generousness (A) has been a great role I model to me and (B) has convinced me to host my own exchange student when I am older.” III

(“Culture Shock — a personal story”, page 112)

[…] III

Out of all of the countries that we (D) have visited so far on our travels, Brazil is the one that (E) has really captured our hearts (sorry, but it’s true!) and we are already planning III our next trip, hopefully for a special occasion in the near future!!, to discover more of what it has to offer.” (“Brazil Experience — Testimonial [from] Two British Girls”, page 114)

120

ARTS: GUSTAVO MORAES

3 Cultural identity

“Being foodies, we were so excited to uncover what Brazil had to offer: por [quilo] I/III restaurants (in our eyes, the best invention man (C) has ever made; sweet and refreshing [açaí]; churrascarias, a meat lover’s paradise; exotic fruit […]; the freshest [seafood] you could imagine; and the most delicious [home-cooked] food.

Look at the same extracts with the verbs in the past simple. Compare them and choose the option that best expresses the change in effect. If necessary, study the topics in activity 3 again. I am very grateful for their friendship and hospitality while I went through culture shock — it certainly can’t have been easy! Their own unlimited generousness was a great role model to me and convinced me to host my own exchange student when I am older.

Being foodies, we were so excited to uncover what Brazil had to offer: por [quilo] restaurants (in our eyes, the best invention man ever made); sweet and refreshing [açaí]; churrascarias, a meat lover’s paradise; exotic fruit […]; the freshest [seafood] you could imagine; and the most delicious [home-cooked] food. […] GUSTAVO MORAES

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Out of all of the countries that we visited so far on our travels, Brazil is the one that really captured our hearts (sorry, but it’s true!) and we are already planning our next trip, hopefully for a special occasion in the near future!!, to discover more of what it has to offer.

a It is always possible to interchange past simple and present perfect, since they convey the same meaning. For example, the statement “I lived in Brazil for five years” means the same as “I have lived in Brazil for five years”.

b Most of the time, it is possible to choose the past simple over the present perfect. However, there is a slight change in meaning, as the present perfect focuses on the present dimension of a past action/event, while the past simple focuses on the complete aspect of these processes.

c It is never possible to opt for the past simple instead of the present perfect. There is a great change in meaning, since the present perfect always refers to an action that started in the past and continues up to the present, while the past simple refers to a concluded action. Now focus on the form of the present perfect tense. Copy the sentences below in your notebook, choosing the appropriate option in bold.

a The present perfect is a compound tense, that is, it is formed by one/two verbs: an auxiliary verb and a main verb.

b In the grammatical combination of the present perfect, the auxiliary verb to be/have is used in the present tense together with the infinitive/past participle form of the main verb. The auxiliary verb have/has can be contracted as ’ve and ’s, respectively.

c If the main verb is a regular verb, its past participle form is identical to its past simple/present simple form, that is, it ends with the suffix -ed. Irregular verbs have specific forms.

d The negative form is composed by have/has + not/no. It is also possible to use their contracted forms, haven’t and hasn’t.

e In the interrogative form, it is necessary to invert the subject and the main verb/ the subject and the auxiliary verb. 121

3 Cultural identity

Read this text about a Brazilian who had an international experience and, in your notebook, complete it with the appropriate form of the verbs from the box (present simple, past simple or present perfect) in the affirmative or negative form. Justify your choices. have

impact

live

mean

see

suffer

waste

"What is it like to be a Brazilian living abroad? impacted

have lived

[…] I (A) in England and France. What (B) me the most was the value that these countries give to culture (reading books, watching documentaries, going to theaters, classical concerts, etc.) and life itself. Also their detachment [from] the status quo. Here in Brazil, the sad reality is that it doesn’t matter if you’re [well-read] or educated. You ought to have money. If you don’t, fake it. […] Brazilians don’t choose use money wisely. We (C) to buy expensive things to impress others instead of traveling to amazing places and living experiences. don’t see

Another point of this ostentation culture of ours is that ‘we’ (D) value in manual work. Brazilians think that [it] is better to pay a painter instead of painting [their] house [themselves]. The result of that is: we waste have poor housework skills and we (E) a lot of money on things we could learn and do ourselves if it wasn’t ‘shameful’. My hosts in England would [build] entire rooms in the house. It was impressive [to] me. […]

Professor/a, recomenda-se chamar a atenção dos/as estudantes para o entendimento restrito de cultura apresentado no primeiro parágrafo, associado a um tipo específico mais valorizado socialmente (ler livros, assistir a documentários, frequentar teatros e concertos de música clássica etc.), que não é o único possível, conforme visto ao longo da unidade. É importante ressaltar

I could also talk about security, wages and tax returns, but these are all in the answers [below]. ’ve had

But I could also say that I (F) positive impressions because of this little thing: I’m white. I have a few suffered friends who (G) prejudice in England and Germany because of their skin colour. means

To sum up: being a Brazilian abroad (H) missing warm and receptive people and missing the sun sometimes, but being glad to finally be in a place where things work.” Available at . Accessed on October 20, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

Discuss

também a impossibilidade de generalizar essa experiência individual em dois países europeus ocidentais a outros contextos, considerando a enorme variedade geográfica e socioeconômica presente no mundo. Finalmente, sugere-se explorar o nível de concordância dos/as estudantes a respeito da “cultura da ostentação” sugerida no texto e discutir o peso da cor da pele (da identificação com determinada “raça”) nas experiências sociais vividas pelos indivíduos em diversos locais do mundo.

3 Cultural identity

What is the understanding of “culture” implicit in the first paragraph of the text? Is it the only possible understanding of the concept? Which countries has the writer lived in? To what extent is it possible to generalize his/her impressions in relation to other countries in the world? Do you share the writer’s opinion in relation to the “ostentation culture” in Brazil? Explain. How has the writer’s skin color influenced the experiences he/she had abroad? Is it possible to state that things would have been different if he/she weren’t white? 122

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

LIVEABROAD.COM/REPRODUCTION

choose

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 230.

Writing a narrative essay about your cultural identity

WRITING LITERACY Before writing 1

Professor/a, diversas narrativas foram trabalhadas ao longo da unidade: a entrevista de Gianluca na seção “Audio literacy” (página 104), o relato “Cultural shock — a personal story” (página 110), os depoimentos “Brazil Experience — Testimonial [from] Two British Girls” (página 114) e “Brazilian Culture — [Visiting Brazil] and What I Learned” (página 115), as entrevistas dos/as estudantes na seção “Oral literacy” (página 101) e o post “What is it like to be a Brazilian living abroad?” (página 122).

Read the definition and answer the questions. narrative Also found in: Thesaurus, Legal, Acronyms, Encyclopedia, Wikipedia.

nar·ra·tive

THEFREEDICTIONARY.COM/REPRODUCTION

adj.

(năr′ə-tĭv)

1. A narrated account; a story. 2. The art, technique, or process of narrating: the highest form of narrative. 3. a. A presentation of real-world events that connects them in a storylike way: "There has been less of a coherent, connected media narrative and more of a kind of episodic focus on events, controversies and gaffes" (Mark Jurkowitz). b. An explanation or interpretation of events in accordance with a particular theory, ideology, or point of view: the competing narratives of capitalism and Marxism. 1. Consisting of or characterized by the telling of a story: narrative poetry. 2. Of or relating to narration: narrative skill. Available at . Accessed on October 20, 2015.

a Which narrative texts have you seen in this unit? b What were the main topics of these texts? Read the text and answer the questions.

socio-cultural competence

information, research, resourses

“[...]

My Cultural Identity by Camilla Leimisch 1

If someone asked me if I was proud to be Austrian or Finnish, I would not answer ‘Yes’ right away. I’ve always felt that proud was not the appropriate word to describe my feelings towards the country where I was born or the country where I grew up, because I find it hard to be proud of something that I did not decide or that I did not achieve on my own. But I do not want to be misunderstood: I am proud of my parents, to whom I owe my bilingualism and who introduced me to both cultures right from the start (Finnish from my mother and Austrian from my father). I am also happy to have kept this bilingualism and I consider myself lucky to have two native countries.

3 Cultural identity

Professor/a, espera-se que os/as estudantes percebam que todos os textos trabalhados discorreram a respeito da importância de eventos e experiências passadas na construção da identidade cultural dos indivíduos.

SCC.UNI-GRAZ.AT/REPRODUCTION

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

123

Although I was born in Finland and I was only two years old when my family moved to Austria, I have never considered Finland to be my second home country, in the sense of second best. This is because I have a family there, too, and I spend every summer in Finland. This is also because my mother took care that I did not forget my Finnish roots in Austria, so I could develop feelings of the same value for both of the countries, as well as an understanding of cultural awareness that is closely connected to the feeling of home. As I see it, not only my nationality is an important part of my cultural identity, but also what I have done and what I am doing in my country and in its society. Austria is the country where I live and study. As my main subject is music, and Austria is a country of great musicians, music has become a big part not only of my personal but also of my cultural identity. I also appreciate Austrian folk music, which I consider a very relevant and unique cultural tradition in the country. With Finland, it’s different. I’d rather identify myself with Finnish people than with Austrian people. It is not easy to explain why. All I can say is that Finnish people are very attached to nature, and that I often share their moments of melancholy, which are even more intense when they are far away from their own country. I’ve already said that I am happy about my bilingualism. In fact, language is an important parameter for defining my cultural identity, because other people also define or identify you by the way you speak. Certainly you become most aware of your language when you find yourself in a foreign country where no one speaks your language. What I’ve noticed is that if you are among people who [not] only speak differently, but also behave differently and look different from you, you suddenly distinguish yourself culturally from the others, and your cultural identity becomes much more evident. The frequently asked question about whether I feel more Austrian or more Finnish is not easy to answer. I am not 100% Austrian and not 100% Finnish. But I think that this diversity which has shaped my personality is also the key to my cultural identity.” Available at . Accessed on October 19, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

a What type of text is it? I A narrative essay. II An academic article. III A formal letter. b What is its purpose? 3 Cultural identity

I To tell a story from a specific point of view, accounting for events that happened in the past.

II To analyze a specific subject in detail, providing reliable information on the topic. III To politely address a person who the writer does not know very well when approaching a specific topic. 124

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

c How are the paragraphs organized? Write the descriptions in your notebook and complete them with the number of the paragraphs.

I Paragraphs

and constitute the development of the text, narrating in more detail 3 the writer’s geographical background and some of her activities, tastes and personal identifications.

II Paragraph

presents an introduction, setting the context of the main topic: the role of nationality and personal experiences in the writer’s cultural identity.

III Paragraphs

and brings the conclusion, referring back to something pointed out in 5 the beginning and restating the importance of diversity in the construction of the writer's cultural identity.

According to the text, how important is “the different other” to the construction and the Professor/a, ao longo do texto é possível perceber a importância da alteridade não awareness of one’s cultural identity? somente na construção da identidade cultural dos indivíduos (como no caso da

Writing 4

How have your past experiences and your geographical and/or social backgrounds contributed to the construction of your cultural identity? Write a narrative essay entitled “My cultural identity” to answer this question. Tip

a When writing your text, remember to mention the aspects that help construct one’s cultural identity (nationality, ethnicity, race, religion, traditions, language etc.), pointing out the ones you consider more important in your situation. b If applicable, refer to disconnections between the way others identify you and the way you perceive your own identity. You may also discuss stereotypical representations you have faced. c You can use the model in activity 2 as a reference, but do not worry about following it faithfully, as this is a reflective activity about your individual and unique experiences.

After writing 5

Exchange texts with a partner. Read his/her text and write comments or suggestions about what you think he/she can improve. Then, ask your teacher for feedback. Respostas pessoais.

Read your teacher's and partner's comments and make the necessary changes.

Professor/a, se possível, sugere-se reunir a versão final dos textos e disponibilizá-los para um público maior (por exemplo, outros/as estudantes, inclusive de outras turmas) no formato de uma revista (impressa ou online).

Discuss

Do you and your classmates share any similiar experiences? After reading your partner’s text, did you realize anything new about yourself? Has it helped you reflect on your own identity? Do you believe that learning an additional language has had an impact on your cultural identity? How? How do you evaluate the importance of writing your own narrative? How similar/different is it to/from outsiders’ perspectives of Brazilian cultural identities? Professor/a, sugere-se reforçar com os/as estudantes a importância de legados culturais como essas narrativas próprias para que certos grupos possam ser ouvidos por meio de sua própria voz, em vez de terem suas histórias recontadas por outrem. Nesse sentido, a apropriação de uma língua estrangeira para a narração de uma realidade local pode surgir como um recurso valioso.

125

3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

autora, para quem a diversidade de influências foi definitiva nesse processo), mas também na percepção de si mesmo/a. Sobretudo no quarto parágrafo, pode-se perceber de que forma o contato com a diferença desperta um processo de autoconscientização, no sentido de que a identidade cultural do indivíduo se torna mais evidente.

CAREERS

Culture-related professions Ciências Humanas

What professions related to culture do you know? Talk to your classmates.

Are you familiar with the field of work and research called “Social Sciences”? Explore the website and answer the questions in your notebook.

Respostas pessoais.

PROFICIENCIA.ORG.BR/REPRODUCTION

Ciências Sociais Cientistas sociais pesquisam hábitos, costumes, estrutura familiar, religiosa, institucional e econômica de grupos diversos, o que ajuda na solução de problemas na educação, saúde e violência urbana.

As Ciências Sociais são um conjunto de disciplinas científicas que estudam os aspectos sociais das diversas realidades humanas. Em geral, são postas em contraste com as Ciências Naturais e Exatas, já que essas podem ser avaliadas e quantificadas pelo método científico, e na área social os métodos utilizados são outros.

Isso acontece porque nas Ciências Sociais se trabalha muito com o discurso, com as ideias das pessoas. Então a quantificação da informação é possível — existem várias técnicas de análise do discurso que transformam as ideias em dados numéricos —, mas de forma diferente [da utilizada nas] Ciências da Vida [e] Exatas. As Ciências Sociais também trabalham com pesquisas quantitativas e mesmo qualitativas que envolvem números. Mas esses números surgem de maneira diferente, muitas vezes subjetiva. As Ciências Sociais nos ajudam a ‘limpar a lente’ para enxergarmos melhor as diferentes realidades com que convivemos. Elas têm como objeto de estudo tudo o que diz respeito às culturas humanas, sua história, suas realizações, seus modos de vida e seus comportamentos individuais e sociais. Elas ajudam a identificar e compreender os diferentes grupos sociais, contextualizando seus hábitos e costumes na estrutura de valores que rege cada um deles.

3 Cultural identity

A divisão por áreas, no que diz respeito às Ciências Sociais e [às] Ciências Humanas, no entanto, é delicada. A Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), entidade que normatiza a educação superior no Brasil, coloca no grupo de CIÊNCIAS SOCIAIS APLICADAS Administração, Arquitetura, Ciências Contábeis, Ciência da Informação, Comunicação, Desenho Industrial, Demografia, Direito, Museologia, Planejamento Rural e Urbano e Serviço Social, enquanto [nas] CIÊNCIAS HUMANAS inclui Antropologia, Arqueologia, Ciência Política, Educação, Filosofia, Geografia, História, Psicologia, Sociologia e Teologia. Essa divisão é recente e diferente da que é feita na maior parte das universidades.” Available at . Accessed on September 18, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

126

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“O que é

a How are Social Sciences understood in the text?

As a collection of scientific disciplines which investigate the social aspects of different human realities.

b What is the common object of study of the different Social Sciences? Culture-related matters, including the

history of human cultures, their realizations, lifestyles, individual and social behaviors (habits, customs and structures of different groups).

c Studies How can research conducted in Social Sciences contribute to society? carried out in Social Sciences can help in the implementation of policies aimed at solving problems, for instance, in education, health and urban violence by offering a more detailed analysis of society that may be used as a base for such political decisions.

d Is it easy to separate Social Sciences into specific areas of study? What does this suggest about No, it is not easy to do so, and this suggests a high level of diversity inside the field of Social

the diversity of the field? Sciences. The different possibilities of theoretical/applied research and types of practice lead to dispute in its separation into different areas/subareas.

e What other types of information can you find on the website?

What social scientists do, possible areas in which they can work, institutions that offer courses in the field, further sources about the field etc.

Read the excerpts and complete them in your notebook with the appropriate names of professionals or areas of study from the box. You may repeat the items and some of them will not be used. anthropologists / Anthropology

political scientists / Political Science

historians / History sociologists / Sociology

.ORG/ STUDENTSCHOLARSHIPS REPRODUCTION

“ (I)

study how society distributes resources, such as land,

Economists

labor, raw materials, and machinery, to produce goods and services. They conduct research, collect and analyze data, monitor economic trends, and develop forecasts on a wide variety of issues, including energy costs, inflation, interest rates, exchange rates, business cycles, taxes, and employment levels, among others. (II)

develop methods for obtaining the data they need. For

Economists

example, sampling techniques may be used to conduct a survey, and various mathematical modeling techniques may be used to develop forecasts. Preparing reports, including tables and charts, on research results [is also] an important part of an (III)

3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

geographers / Geography

economists / Economics

’s job, as is presenting economic and

economist

statistical concepts in a clear and meaningful way for those who do not have a background in (IV)

. Some (V)

Economics

also

economists

perform economic analysis for the media. […]”

127

GLOBAL POST/ REPRODUCTION

“[…] In some ways, (I)

are similar to anthropologists. They study

historians

records from previous times, such as diaries, newspapers or manuscripts, to track the development of societies and cultures or to collect information about specific historical figures. (II)

examine questions or

Historians

problems within the context of larger issues, such as how a particular event fits into a chain of events or is connected to other historical issues.

“ (I)

study the Earth, its land and systems, and its animal and human inhabitants.

Geographers

While this may sound quite broad, (II)

the natural and social sciences. (III)

is generally divided into two subfields — physical

Geography

and human. […] Physical (IV)

itself is a very broad field, encompassing both

Geography

examine physical features of the natural environment or landscape. For

geographers

example, they may map the locations of glaciers, and study how their meltwaters affect the human communities downstream. Human (V)

analyze human activity and its relationships with the physical environment.

Human (VI)

are further broken down into [subfields]. […]

geographers

(VII)

typically gather data

Geographers

from field observations, maps, satellite and air photos, laser scans, and censuses. […]”

TRUITY.COM/ REPRODUCTION

Sociologistis

“[…]

study human behavior, interaction, and organization within the context of larger

3 Cultural identity

social, political, and economic forces. They observe the activity of social, religious, political, and economic groups, organizations, and institutions. They examine the effect of social influences, including organizations and institutions, on different individuals and groups. They also trace the origin and growth of these groups and interactions. Administrators, educators, lawmakers, and social workers use sociological research to solve social problems and formulate public policy. […]” 128

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

ENVIRONMENTALSCIENCE.ORG / REPRODUCTION

They also study the impact certain individuals have on history. […]”

“Continuing a tradition that started with the ancient Greeks, (I)

WORLDWIDELEARN .COM/REPRODU CTION

majors examine

Political Science

the development and the function of governments and the behavior of rulers throughout history. Many (II)

graduates pursue careers in government or public

Political Science

service, either as elected politicians, support staffers, or consulting analysts. Other (III)

majors analyze the workings of governments from a distance by

Political Science

pursuing careers as tenure track faculty members at colleges and universities. political journals, by engaging politicians in debates, and by researching the effects of proposed laws. Faculty members also affect future political movements by encouraging students to explore controversial ideas. […]”

DUCTION

GLOBAL POST/REPRO

“[…] The field of (I) linguistic (II)

includes archaeology, biological, cultural and

Anthropology

. All (III)

Anthropology

study human cultures, but their perspectives are

anthropologists

different. Archaeologists are interested in the things people or cultures make — from buildings to pottery to weapons. Biological (IV)

study

anthropologists

how humans adapt to different environments and causes of human disease or death. Cultural (V)

study societies — how people interact,

anthropologists

the rules they make for living together and the perspectives of each society. Linguistic (IV)

study how language is used, the meaning of

anthropologists

words in a particular culture and how its language changes over time. […]”

Excerpts from the texts available at ; ; ; ; . Accessed on September 19, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

129

3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Professors can influence current government policies by writing essays in

Reflecting on what you have read, think about the Brazilian context and answer the questions in your notebook.

a People from which professions in activity 3 can work as middle/high school teachers? What are the usual requirements to do so?

Mainly historians, geographers and, more recently, sociologists. In Brazil, graduates need a teaching certificate/license from a higher education institution (in addition to or instead of a bachelor’s degree) in order to teach these subjects in secondary school.

b Which of them can work as university professors and/or researchers? What are the usual requirements to do so?

All of them. The requirements in Brazil include at least master’s and/or a doctor’s degree in the specific area of knowledge (Economics, Sociology, History etc.).

c Which of them can work in association with people from other fields (administrators, politicians/ policy makers, statisticians, educators etc.) as consultants/advisors?

Exploring further

All of them.

Professor/a, é importante discutir com os/as estudantes questões de gênero relacionadas ao exercício de profissões historicamente associadas ao sexo masculino, a exemplo da ciência. Em uma breve pesquisa sobre cientistas sociais famosos, comumente encontram-se os nomes de Karl Marx, Bronislaw Malinowski, Pierre Bourdieu etc., todos homens, embora mulheres como Mary Douglas e Ruth Benedict, entre outras, também tenham

Discuss

oferecido grandes contribuições às Ciências Sociais. Estudos revelam que existiram inúmeras cientistas mulheres ao longo da história, porém seus nomes raramente são conhecidos. A falta de reconhecimento da figura feminina nas Ciências é tal que, “além de incentivos para conquistarem cada vez mais espaço nas ciências e na sociedade nos dias de hoje, a UNESCO recomenda uma revisão da história das ciências com a inserção das mulheres que contribuíram para o seu progresso, reconhecendo seu mérito” (disponível em

Philosophy and Sociology have recently been reinserted into the curriculum of Brazilian high schools. In your opinion, to what extent can this reveal political/social recognition of the importance of Humanities and Social Sciences for the education of Brazilian citizens? How many famous female social scientists do you know?

— acesso em 18 de setembro de 2015). Sugere-se, portanto, problematizar com os/as estudantes as assimetrias de poder que permitiram tamanho desconhecimento ao longo do tempo. Mais informações sobre os/as cientistas sociais citados/as estão disponíveis no Guia Didático, página 231.

Which professionals are responsible for the study and organization of cultural objects, places and events? What do they do? Where do they work? Discuss with a partner. Professor/a, recomenda-se discutir com os/as estudantes as principais atribuições e os locais de trabalho dos/as profissionais desta atividade: museólogos/as e técnicos/as event producer/promoter librarian em museus são responsáveis por e/ou auxiliam na aquisição, documentação e exposição de bens culturais diversos, trabalhando em museus ou em outros ambientes, como centros culturais, galerias etc.; produtores/produtoras ou promotores/promotoras de eventos cuidam do planejamento, Discuss da elaboração e da execução de eventos culturais, trabalhando em diversos espaços; arquivistas são responsáveis pela organização de documentos em diversos suportes (impressos, virtuais, audiovisuais etc.) e

a museologist and museum technician

c archivist

b cultural

How important is the preservation of sociohistorical memories for a community/city/nation? How do these professionals contribute to this? pela preservação e restauração da memória cultural, podendo trabalhar em arquivos nacionais/locais, empresas etc.; bibliotecários/as são encarregados da classificação, catalogação, indexação e desenvolvimento de livros, coleções etc., trabalhando em bibliotecas públicas ou privadas, universidades, centros de pesquisa etc.

Exploring further Go online and find more information about these professions both at universities and vocational colleges. Share your findings with your classmates next class. Professor/a, sugere-se discutir com os/as estudantes a importância da atuação desses/dessas profissionais (no estudo, conservação, organização e divulgação de objetos culturais materiais e simbólicos) para a preservação da memória de um povo/uma comunidade, a qual constitui um dos principais componentes de sua formação identitária.

3 Cultural identity

STUDY SKILLS 1 2

Reading strategies

Respostas pessoais. Professor/a, sugere-se chamar a atenção dos/as estudantes para a quantidade de leituras que fazemos diariamente, de diferentes tipos de texto e em mídias diversas, ainda que nem sempre tenhamos consciência disso (cartazes nas ruas, propagandas, postagens materiais didáticos/informativos, What do you like reading? What kinds of text do you usually read? online, artigos em jornais/revistas impressos/online, rótulos de produtos, e-mails, mensagens de celular, cardápios etc.).

What are the main purposes of the texts you usually read?

a 130

Respostas pessoais. Professor/a, sugere-se orientar os/as estudantes a marcar quantas opções julgarem pertinentes. É importante lembrá-los/as que estes são os principais objetivos de To inform the reader or to present/discuss a specific topic. de textos em geral, mas que cada um pode ter suas particularidades. Recomenda-se, ainda, lembrá-los/as de que trocas interpessoais cotidianas (via oral ou por meio de mensagens de texto, por exemplo) têm menos objetivos “pragmáticos” e mais um propósito de estabelecer um canal de comunicação e demonstrar afeto/preocupação, entre outros.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Go online and find more information about those professions. Share your findings with your classmates.

b To persuade the reader, to argue in favor of/against a specific point of view or to advertise a product, an idea, a campaign.

c To entertain the reader or to provide aesthetic pleasure.

How easy/difficult is it for you to read a text in English? What can you do to read better in English? Respostas pessoais. “[…] reading strategies are deliberate, conscious techniques that readers employ to enhance their comprehension or retention of the textual information. […]” LI, F. A Study of English Reading Strategies Used by Senior Middle School Students. Asian Social Science, v. 6, n. 10. s/l.: Canadian Center of Science and Education, 2010, p. 185. Available at . Accessed on February 22, 2016.

Skimming and scanning are two possible strategies one can adopt when reading a text, depending on their objective. Read these short definitions and do the activities.

“[…] SKIMMING is a method of rapidly moving the eyes over [a] text with the purpose of getting only the main ideas and a general overview of the content. […] SCANNING rapidly covers a great deal of material in order to locate a specific fact or piece of information. […]” Available at . Accessed on October 19, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

a Are the following procedures characteristic of skimming strategies or scanning strategies? Write the answers in your notebook.

I Establishing keywords/expressions to look for when reading.

Scanning

II Reading only the topic sentence of the paragraphs (usually the first one) to get the main idea discussed in each of them.

Skimming

III Understanding how the material is organized (alphabetical/chronological order, by categories etc.) in order to decide how to look for the desired information.

Scanning

IV Reading the last paragraphs in more detail, since they usually present a summary of the text.

Skimming

V Carefully reading the introduction of the text to get clues about the most important topics it will discuss.

Skimming

VI Using your finger or a pencil to follow the movement of your eyes in search of a word/expression.

Scanning

b When can skimming and scanning strategies be useful? Choose the options that describe the appropriate contexts for their use. Write the answers in your notebook.

I You are preparing to take an exam and you would like to review the material you have already read, but you do not have time to reread all the texts.

II You are researching a specific topic for a school paper/presentation and you’ve selected several books which may offer you some ideas on what to talk about. The books are quite long and only some chapters interest you. 131

3 Cultural identity

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

III You have to write an in-depth analysis of a text, exploring its explicit and implicit topics, the influence of the sociohistorical context in its production and how you position yourself critically in relation to it.

IV In a reading activity, you have to identify the reference of a pronoun in a certain paragraph. V You are doing a test and, for a specific question, you have to provide a discursive answer

Professor/a, sugere-se refletir com os/as estudantes a respeito das contribuições dessas duas estratégias para uma leitura rápida What are the contributions and limitations of these reading strategies? e flexível em contextos nos quais a apreensão dos detalhes e minúcias dos textos é dispensável. No entanto, é importante reconhecer suas limitações ao não proporcionar uma leitura mais aprofundada, analítica e crítica do conteúdo apresentado, a qual pode ser necessária dependendo do objetivo com que se lê.

exploring possible connections between two texts presented.

Examine the following list of other resources that can be used when a more careful understanding of a text is necessary. Match the strategies to their corresponding explanation.

a Predicting information about the text b Activating background knowledge c Formulating questions d Inferring meaning

Making connections

g Using context to clarify meaning

VIII

h Exploring affixes to clarify meaning Summarizing

Trying to understand the meaning of a word/expression by analyzing its prefixes and suffixes and the idea they convey (absence, possibility, quantity etc.), as in “unacceptable — not possible to be accepted”.

Generating questions that may guide your reading, such as “What is the main idea discussed?”, “How does the author approach the topic?”, “What data does he/she use to support his/her claims?” etc.

III

Analyzing the titles/subtitles of a text and trying to guess what topics will be discussed.

Recapping the main topics discussed, eliminating superfluous information and making sense of the text as a whole.

Reading beyond the words to reach meaning that is implicit. For instance, in “cultural diversity has now become normal in the city”, we can infer that cultural diversity was not considered normal in the referred city in a previous moment.

Examining sentences/paragraphs to retrieve the referent of a pronoun/noun. For instance, in “Race and ethnicity are important aspects of one’s identity. The former is usually associated with physical traits and the latter with cultural traits”, “the former” refers to “race” and “the latter” refers to “ethnicity”.

VII VIII 3 Cultural identity

e Identifying references

VII

III

Reflecting on what you already know about a specific subject, author, field etc. Trying to understand the meaning of a word/expression by analyzing the context in which it is used. Establishing relations between the segments — which paragraph or sentence refers to/complements/confronts the information presented in another segment?

Are there any other strategies you adopt or that you designed yourself to improve reading comprehension? If so, what are they? Share them with your classmates. Respostas pessoais.

132

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Read the text from a Sociology textbook. How does the information it brings apply to other reading contexts beyond the field of Sociology? CENGAG E/REPR ODUCTI ON

You

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Should You Believe Everything You Read? It is sometimes said that we are living in the ‘age of instant information.’ One unfortunate side effect is the tendency for studies and research results to be reported in the media without background or explanation. There are, however, some easy steps you can follow that will make you a savvy consumer in the information marketplace. BE SKEPTICAL. Be suspicious of what you read. The media soundbite treatment tends to sensationalize and distort information. For example, the media may report that $500,000 was spent to find out that love keeps families together. In fact, this may have been only one small part of a larger research Project. Moreover, chances are the media have oversimplified even this part of the researcher’s conclusions.

CONSIDER THE SOURCE OF INFORMATION. The credibility of a study may be affected by who paid for the results. For example, you should know whether a study on the relationship between cancer and tobacco has been sponsored by the tobacco industry or by the American Cancer Society. Suppose that representatives of tobacco companies denied the existence of any research linking throat and mouth cancer with snuff dipping. Further suppose that an independent medical researcher concluded that putting a “pinch between your cheek and gum” has led to cancer in humans. The self-interest of the tobacco companies taints their objectivity. At the very least, you want to know the source of information before making a judgment. This caution is especially relevant to Internet research. Because Internet information varies widely in its accuracy and reliability, sources must be evaluated with great care.

DO NOT MISTAKE CORRELATION FOR CAUSATION. Remember that a correlation between two variables does not mean that one caused the other. At one time, the percentage of Americans who smoked was increasing at the same time that life expectancy was increasing. Did this mean that smoking caused people to live longer? Actually, a third factor — improved health care — accounted for the change. Do not assume that two events are related causally just because they occur together. Think About It

Bring to class an article reporting on a study. These can often be found in news magazines. Be prepared to explain how these three safeguards apply to the article’s report.”

SHEPARD, J. M. Sociology. Belmont: Cengage Learning, 2010, p. 53.

Professor/a, ao explorar o texto com os/as estudantes, sugere-se chamar sua atenção para a importância da leitura crítica de qualquer material que chegue até nós, independentemente do campo de conhecimento. Nesse processo, uma atitude inicial de desconfiança sobre o que está sendo apresentado pode ser útil e levar à análise mais cuidadosa da fonte do texto e/ou dos dados apresentados. Trata-se de um passo fundamental para a ponderação sobre a possibilidade de interesses e vieses estarem implicados no discurso construído. Além disso, o cuidado com o entendimento de correlações e causalidades, apontado no texto, também se faz crucial para evitar julgamentos “determinísticos” precipitados e possivelmente falaciosos.

133

3 Cultural identity

“Sociology AND

PROJECT

Personal social media page

Phase 3 Describing personal and cultural identity Objective: As part of the project, in this phase you are going to work on narrating your Brazilian cultural identities.

clothes

music

ethnicity

nationality

festivals

profession

food

race

gender

religion

habits

sexuality

media

sports

Step 2: Look for specific websites where you can make and edit collages for free, as well as use available templates, or make a collage on a text editor or slideshow program by inserting pictures in the document and rearranging them as you wish. Step 3: When you finish creating the photo collage, write a sentence that relates to the pictures on it. Remember you are going to type this sentence under the collage as a photo caption on your online personal page.

Collect more information about your cultural origins. You may go online, interview some people or research in a library. Write your findings in your notebook.

Now organize all the information you collected to write a post for your personal page. You can choose between alternatives A or B. Read them and decide which one you prefer to use to describe your cultural identities.

To complete your piece of work, do the steps outlined below.

Follow the steps 1-3 from the alternative you chose in activity 4.

Proofread your post or photo collage to check if any correction concerning content, layout, grammar, vocabulary or punctuation is needed.

III Hand in your post/photo collage to your teacher. After you get his/her feedback, make the necessary changes.

Alternative A: Write a post describing your cultural identity.

IV Save your work so you can post it online later.

Step 1: Select the elements you are going to include in your description.

Step 2: Group the elements so that they appear in different paragraphs. Step 3: Write your text. Start with an introductory sentence and develop your ideas along the paragraphs. Then, finish it by writing a concluding sentence.

134

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Think of other cultural elements you identify with. You may use these topics to help you come up with ideas.

IGOR AOKI

Step 1: Choose the pictures you are going to use in your photo collage.

PHOTOS: 1- ALE XBRYLOV/ISTOC KPHOTO, 2- HOCUS-FOCUS /ISTOCKPHOTO

Go back to Unit 3 and find cultural symbols you identify with. How and why do you identify with them?

IGOR AOKI

Alternative B: Make a photo collage.

REFLECTING ABOUT WHAT YOU HAVE LEARNED

Cultural identity ANSWER THE QUESTIONS

IN YOUR NOTEBOOK!

e you ic s h a v p o t t a u n it? Wh in t h is t u o b a le a r n e d

n g u is t ic W h a t li ar (g r a m m s t n e e le m ave la r y) h u b a c a n d vo rd er ed in o n r a le you se ut the o b a k d to ta l e r s ta n d n u r o to p ic s ? t them u o b a m o re

W h a t d id y o u li ke o r d id n’t li ke a b o u t t h is u n it? W hy?

How can the stud y skills you have lear ned in this unit help you both at scho ol and outs ide it?

ART: AMANDA SAVOINI; PHOTOS: 1- FOTORRO/SHUTTERSTOCK, 2- J EVERYTHING/SHUTTERSTOCK, 3- HINTAU ALIAKSEI/SHUTTERSTOCK, 4- SUBJUG/ISTOCKPHOTO, 5- THINKSTOCK

he of t y d u e st lp n th a t he i c n u w is Ho ? in th s c i et y c i o s to p ov e im pr u o y

r w it h y o u s e t o n r you . D is c u s s s s m a te s la c d n a e te a c h e r you mak lp e h y e h t H ow c a n in g? u r le a r n o y f o t t h e m os d o? c a n YO U t a h w And

Date...

Unit... arned... le 1) I’ve 2) I...

135

Identity Cultural and identity difference classism

4/ Available at . Accessed on September 21, 2015. 3

heterosexism

racism

Available at . Acces sed on September 21, 2015.

ageism

Available at . Accessed on September 21, 2015.

sexism

bo.com/ hora1/ Available at . -um 6-em am-1 scer -cre os-idosos 2015. Accessed on September 21,

ynews. Available at . Acce December 2, 2015.

sexism

Available at . Accessed on September 21, 2015.

136

sexism/racis

m/xenophobi

ableism

PHOTOS: 1- THEGUARDIAN.COM/REPRODUCTION, 2- BRASIL247.COM/REPRODUCTION, 3- MIRROR.CO.UK/REPRODUCTION, 4- G1.GLOBO.COM/REPRODUCTION, 5- NYDAILYNEWS.COM/REPRODUCTION, 6- THEGUARDIAN. COM/REPRODUCTION, 7- CLARIN.COM/REPRODUCTION, 8- REVISTAFORUM.COM.BR/REPRODUCTION, 9- DAILYMAIL.CO.UK/REPRODUCTION, 10- RT.COM/REPRODUCTION, 11- NOTICIASAOMINUTO.COM.BR/REPRODUCTION

des

ados.com/sociedad/discapacit Available at 14.h empleado_0_10384965

lookism/sizeism

Available at . Accessed on Se ptember 21, 20 15.

Available at . Acces sed on September 21, 2015. 10

racism

religious prejudice

Available at Accessed on Se . ptember 21, 20 15.

Available at . Accessed on September 21, 2015 .

137

Professor/a, sugestões de atividade complementar para esta unidade encontram-se no Guia Didático, página 237.

CONTEXTUALIZATION

Understanding identities

Respostas pessoais. Professor/a, recomenda-se explorar as manchetes com os/as estudantes, ajudando-os/as a reconhecer os grupos que aparecem nas notícias e encorajando-os/as a refletir sobre por que ideologias preconceituosas recaem sobre eles e em quais contextos eles se encontram. Nas manchetes, são mencionadas as seguintes minorias: negros, idosos, homossexuais, transexuais, mulheres, nordestinos e estrangeiros, pessoas

1 2

Ciências Humanas

Read the headlines and think about where you live. Which minority groups are usually the de baixa renda e pertencentes a camadas mais populares, deficientes target of prejudice where you live? Why? físicos, grupos religiosos minoritários e pessoas com sobrepeso. Esses

grupos são geralmente alvo de preconceito porque “fogem” das convenções sociais hegemônicas, questionando os modelos de normatividade impostos pela sociedade. É importante mencionar que essa “seleção” das minorias está ligada a relações de poder criadas e replicadas sócio-historicamente.

What might be the relationship between the concepts of identity and difference? Read the Professor/a, espera-se que os/as estudantes percebam que o texto aborda a text and discuss with your classmates. ideia de que as identidades são construídas por meio das diferenças. Em outras

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

palavras, é somente por meio da relação com o outro, com o que não somos, que construímos nossa própria identidade. Uma pessoa, por exemplo, só é heterossexual porque não é homossexual, e vice-versa.

“Above all, and directly contrary to the form in which they are constantly invoked, identities are constructed through, not outside, difference. This entails the radically disturbing recognition that it is only through the relation to Other, the relation to what it is not, to precisely what it lacks, to what has been called its constitutive outside that the ‘positive’ meaning of the term — and thus its ‘identity’ — can be constructed [...]. Throughout their careers, identities can function as points of identification and attachment only because of their capacity to exclude, to leave out, to render ‘outside’, abjected. Every identity has at its ‘margin’, an excess, something the term treats as foundational, is not a natural, but a constructed form of closure, every identity naming as its necessary, even if silenced and unspoken

4 Identity and difference

other, that which ‘lacks’. [...]”

ART: IGOR AOKI; ILLUSTRATION: L_AMICA/ISTOCKPHOTO

more. The unity, the internal homogeneity, which

HALL, S. Who Needs “Identity”? In: DU GAY, P.; EVANS, J.; REDMAN, P. Identity: A Reader. London: SAGE Publications, 2000, p. 17-18.

Professor/a, espera-se que os/as estudantes percebam que o tema evidenciado no título “Identity and difference” está intimamente ligado à disseminação do preconceito e da discriminação na sociedade, visto que estes se dão pela maneira como as pessoas se constroem e

In what ways does the title of this unit, “Identity and difference”, relate to the headings?

se entendem socialmente, assim como pelo seu olhar sobre o outro. Dessa forma, cria-se a expectativa de que as pessoas se construam segundo determinados padrões identitários impostos socioculturalmente; aqueles que não se conformam a tais padrões são considerados diferentes e muitas vezes tornam-se vítimas de discriminação e preconceito.

138

Ciências Humanas

Read these statements and discuss the questions.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

/REPRODUCTI EXAMPLES.YOURDICTIONARY.COM

Types of prejudice

Professor/a, recomenda-se chamar a atenção dos/as estudantes para o fato de que as afirmações refletem culturas diferentes daquelas com as quais eles/elas possam estar acostumados, o que abre espaço para uma discussão sobre a relação entre cultura e direitos humanos.

“[...] • Until the early years of the twentieth century, women were not allowed to vote. • The holocaust happened partially because of a prejudice towards Jews. • In Afghanistan, when the Taliban were in charge, women could not be educated and had to cover their faces when outside their home. • Women are not allowed to drive in Saudi Arabia, and they are required to walk behind the man who• […] is with them. • […] • In the[…]United States, black people could not sit in the front of buses or use the same water • fountains as white people until the 1950s and 1960s. • […] • Private clubs are often exclusive. For example, some don’t allow members who are Black or Jewish. • Some people will not buy a Japanese car because of the bombing of Pearl Harbor. • After 9/11, anyone who looked Middle Eastern was looked at suspiciously and was often the victim of prejudice. • Some landlords will not rent to a gay couple. • After the bombing of Pearl Harbor, the Japanese that lived in the US were rounded up and put into camps because of the war with Japan. [...] • In the past, some companies only hired females to be secretaries. • Some people assume that all tall people or all Blacks are good at basketball. • Apartheid in South Africa was racial segregation where non-whites could not vote and had to live in separate communities. • In a divorce, women are usually given custody [...]. [...] • Some parents will not approve their offspring marrying anyone of a different religion. • Some corporations hire women but do not promote any of them to supervisory positions. • It is sometimes assumed that someone who is physically disabled is also mentally disabled. [...]” Available at . Accessed on September 29, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

a Do you often see behaviors and ideas similar to the ones in the text?

Respostas pessoais.

b What do these behaviors and ideas reveal about the people who spread them? What impact

Professor/a, sugere-se levar os/as estudantes a perceber que as afirmações revelam

might they have on other people? ideias e atitudes carregadas de visões estereotipadas sobre determinadas minorias,

disseminando ideologias preconceituosas sobre quem que não se enquadra nos padrões socialmente estabelecidos. É importante discutir com eles/elas o impacto negativo das atitudes e ideias exemplificadas.

139

4 Identity and difference

LINGUISTIC LITERACY

Professor/a, é importante chamar a atenção dos/as estudantes para o fato de que o termo “sexismo”, assim como o seu correspondente em inglês, sexism, é mais comumente usado para designar o preconceito e a discriminação contra a mulher, com base na crença de que o

What kinds of prejudice might the previous statements reflect? Copy the chart in your notebook and circle the types of prejudice conveyed in the sentences in activity 1. Then choose at least homem é superior. No entanto, o termo pode também ser utilizado para se one statement as an example for each type. referir ao preconceito contra os homens, uma vez que o que o define é a questão do gênero, seja ele qual for.

Examples

Lookism/sizeism: “Some people assume that all tall people or all Blacks are good at basketball.”

ableism ageism

TEBOO

Read the chart and check your answers in the previous activity.

Form of prejudice

Due to differences of

Sexism: “Until the early years of the twentieth century, women were not allowed to vote.” / “In Afghanistan, when the Taliban were in charge, women could not be educated and had to cover their faces when outside their home.” / “Women are not allowed to drive in Saudi Arabia, and they are required to walk behind the man who is with them.” / “In the past, some companies only hired females to be secretaries.” / “In a divorce, women are usually given custody [...].” / “Some corporations hire women but do not promote any of them to supervisory positions.”

Examples of types (*see note below) Professor/a, pode ser interessante apresentar aos/às estudantes alguns termos ainda mais específicos para cada tipo de preconceito. O colorism, por exemplo, que pode ser tanto relacionado à cor da pele quanto dos cabelos, apresenta como “subcategoria” o gingerism, que se refere especificamente ao preconceito e à discriminação contra pessoas ruivas.

white, black, yellow etc.

race

Caucasian, Asian, Arab etc.

religion

Muslim, Christian, Hindu etc.

culture

Asian, American etc.

language, dialect

any language, dialect, accent

dress

sari, djellaba, kimono, head scarf, turban etc.

country of origin

any country

economic class

poor or rich

intellectual class

college degree, blue collar, white collar etc.

social class

social group, interests, activities, sports etc.

sexism

sex and gender

male, female, transgender

(C)

sexual or gender orientation

heterosexual, homosexual, transsexual, bisexual, queer, questioning, asexual

lookism/ (D)

appearance and looks

facial and body features etc.

ableism

physical and mental ability

differently abled

age

adults, youths, elderly etc.

religious prejudice

(A)

(B)

linguicism or linguistic prejudice

classism

heterosexism

TEBOO

*NOTE:In no way does it suggest that you or anyone you know are or should have prejudice against any “TYPE” listed! “TYPES” here are listed only to illustrate possible “DIFFERENCES”. Information available at . Accessed on September 23, 2015.

140

ageism

sizeism

skin color

racism

4 Identity and difference

TEBOO

Religious prejudice: “Some parents will not approve their offspring marrying anyone of a different religion.”

Racism: “The holocaust happened partially because of a classism prejudice towards Jews.” / “In the United States, black people could not sit in the front of buses or heterosexism use the same water fountains as white people until the 1950s and linguicism/linguistic prejudice 1960s.” / “Private clubs are often exclusive. For example, some don’t allow members who are lookism/sizeism Black or Jewish.” / “Some people will not buy a Japanese car racism because of the bombing of Pearl Harbor.” / “After 9/11, anyone who looked Middle Eastern was religious prejudice looked at suspiciously and was often the victim of prejudice.”/ sexism “After the bombing of Pearl Harbor, the Japanese that lived in the US were rounded up and put into camps because of the war with Japan.” / “Some people assume that all tall people or all Blacks are good at basketball.” / “Apartheid in South Africa was racial segregation where non-whites could not vote and had to live in separate communities.”

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Heterosexism: “Some landlords will not rent to a gay couple.”

Types of prejudice

Ableism: “It is sometimes assumed that someone who is physically disabled is also mentally disabled.”

Read these types of prejudice. Where do they fit in the chart in activity 3? Write your answers in your notebook. heterosexism linguicism or linguistic prejudice religious prejudice sizeism

Go back to pages 136 and 137 and identify the types of prejudice mentioned in each heading. Discuss

Professor/a, os tipos de preconceito indicados nas reportagens da seção “Contextualization” estão, na maioria das vezes, bastante claros. Entretanto, essa é não só uma oportunidade para praticar o vocabulário aprendido, mas também para revisitar o conteúdo da primeira seção da unidade com um novo olhar, depois das discussões propostas até esta atividade.

Has this section mentioned any form of prejudice you had never thought of before? Which one(s)? Did it help you (re)think your attitude toward people? How will the discussions held so far push you to change the way you treat people around you?

AUDIO LITERACY

Racial identity

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 235.

Ciências Humanas

Before listening Read the text and answer: how is it related to the theme of this unit?

“Nearly 100 years after the Emancipation Proclamation, African Americans in Southern states still inhabited a starkly unequal world of disenfranchisement, segregation and various forms of oppression, including race-inspired violence. ‘Jim Crow’ laws at the local and state levels barred them from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. In 1954, the U.S. Supreme Court struck down the ‘separate but equal’ doctrine that formed the basis for state-sanctioned discrimination, drawing national and international attention to African Americans’ plight. In the turbulent decade and a half that followed, civil rights activists used nonviolent protest and civil disobedience to bring about change, and the federal government made legislative headway with initiatives such as the Voting Rights Act of 1965 and the Civil Rights Act of 1968. Many leaders from within the African American community and beyond rose to prominence during the Civil Rights era, including Martin Luther King Jr., Rosa Parks, Malcolm X, Andrew Goodman and others. They risked—and sometimes lost—their lives in the name of freedom and equality. [...]” Excerpt from the text available at . Accessed on October 29, 2015.

141

4 Identity and difference

Professor/a, espera-se que os/as estudantes percebam que o texto se relaciona ao tema da unidade ao tratar, de certa forma, da dificuldade que as pessoas têm em lidar com as diferenças, gerando, muitas vezes, preconceitos, ações discriminatórias, desigualdades e até mesmo violência.

PHOTOS: 1- HISTORY.COM/REPRODUCTION 2- LYNN PELHAM/THE LIFE PICTURE COLLECTION/GETTY IMAGES

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Which types of prejudice would you like to know more about?

Respostas pessoais. Professor/a, embora não haja uma resposta única, é importante que os/as estudantes percebam que o discurso enfatiza a liberdade, a igualdade racial e a justiça.

Look at this image formed by words taken from a famous speech. Considering that the size of each word reflects its frequency in the speech, what do you expect the speech to be about?

sweltering ring

faith

american

free words

believe

join

children

rights

dream freedom black hope justice nation mississippi

land

life

georgia

able

rise

brotherhood note

hundred

mountain

later

hill negro color alabama

signs

slave

stand

people

cities

valley

sing

years

god

history

AMANDA SAVOINI

state today white satisfied together

america

mighty

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

live

injustice

Now use some of the words from activity 2 to complete Martin Luther King’s “I Have a Dream” speech in your notebook. Then compare it with a partner.

“[...] And so even though we face the difficulties of (A) and tomorrow, I still have a dream. It is a dream today deeply rooted in the American (B) . dream

I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal.’ I have a dream that one day, on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. Mississippi

I have a dream that one day even the state of (C) , a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of (D) and justice. freedom

I have a dream that my four little children will one day live in a (E) where they will not be judged by the nation (F) of their skin but by the content of their character. color

I have a dream today! I have a dream that one day, down in Alabama — with its vicious racists, with its governor having his lips dripping with the words of ‘interposition’ and ‘nullification’ —, one day right there in Alabama little (G) black boys and (H) girls will be able to join hands with little (I) boys and (J) girls as sisters and brothers. black

white

I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; ‘and the glory of the Lord shall be revealed and all flesh shall see it together.’ hope

This is our (K)

faith

, and this is the faith that I go back to the South with.

faith

With this (L) , we will be able to hew out of the mountain of despair a stone of hope. With this (M) , we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this (N) , we will be able to work (O) , to pray (P) , to struggle (Q) , to go to jail (R) , to stand up faith together together for freedom (S) , knowing that we will be free one day. [...]” together together

together

Source: . Accessed on September 23, 2015.

142

IGOR AOKI

4 Identity and difference

I have a dream today!

“Martin Luther King Jr. (January 15, 1929 — April 4, 1968) was an American Baptist minister, activist, humanitarian, and leader in the African-American Civil Rights Movement. He is best known for his role in the advancement of civil rights using nonviolent civil disobedience based on his Christian beliefs. […] In 1968, King was planning a national occupation of Washington, D.C., to be called the Poor People’s Campaign, when he was assassinated […].” Available at . Accessed on September 23, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

Listening 9

Now listen to the speech and check your answers to activity 3. Extract from the audio available at . Accessed on September 23, 2015.

Martin Luther King’s speech was delivered in 1963. How have things changed since then? Do black and white people have the same rights nowadays? Are they treated equally?

Read the cartoon. How does it approach the issue of racism?

Professor/a, espera-se que os/as estudantes percebam que, muitas vezes, apesar de as pessoas não se considerarem racistas, elas agem de maneira racista. É preciso também (re)pensar como o fato de não falar sobre o assunto ou adotar um discurso politicamente correto apenas disfarça discursos racistas.

“Political correctness (adjectivally, politically correct, commonly abbreviated to PC) is a term primarily used as a pejorative to describe language, policies, or measures which are intended not to offend or disadvantage any particular group of people in society; in pejorative usage, those who use the term are generally implying that these policies are excessive. […]” Excerpt from the text available at . Accessed on October 29, 2015.

In your opinion, what might be the most effective way to fight racism? Do you think that not talking about it could be the key to eradicate racism? Or do you believe this issue should be openly discussed and debated? Respostas pessoais. Discuss

How is this subject dealt with in Brazil? Can you think of any recent racist incidents that occurred in the country? How did people react? Do people usually talk about racism or is it a taboo? How do schools in Brazil deal with this subject? Do you have any suggestions on how to address this topic appropriately in your community (at school or in other institutions)?

Exploring further Go online and do some research on how countries around the world deal with racism. Then share your findings with your classmates. 143

4 Identity and difference

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

After listening

Professor/a, sugere-se chamar a atenção dos/as estudantes para o fato de que Martin Luther King, em seu famoso discurso pronunciado em 28 de agosto de 1963 em Washington, D.C., capital dos Estados Unidos, clamava por uma sociedade justa e igualitária, na qual brancos e negros pudessem conviver harmoniosamente, desfrutando dos mesmos direitos. Depois, encorajá-los/as a refletir até que ponto a sociedade mudou no que diz respeito à igualdade entre raças.

READING LITERACY

Society and difference

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 236.

Ciências Humanas Linguagens

Before reading 1 2

Think about the speech you have read and listened to in the previous section and others you have heard. Reflect: why do people give speeches? Professor/a, sugere-se chamar a atenção dos/as estudantes para o fato de que existem diversas razões para se proferir um discurso (lançamento de uma campanha política, inauguração de uma empresa, agradecimento pelo recebimento de um prêmio etc.), mas que o objetivo primordial dos discursos é, geralmente, apresentar ideias e persuadir a audiência.

In this section, you are going to read a speech taken from the novella Animal Farm, by George Orwell. Read the character diagram and the cartoon and discuss the questions with your classmates. Professor/a, informações adicionais sobre George Orwell encontram-se no Guia Didático, página 236. Old Major (tells of a dream that leads to a rebellion) Snowball (leader of rebellion)

inspires has killed inspires

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Boxer (horse whose motto is “I’ll work harder”)

leads battle that drives out

drives out is devoted to

Napoleon (leader of rebellion)

works for

Squealer (napoleon’s Minister of Propaganda)

cheats

claims to admire

Frederick (unscrupulous farmer who tries to do business with the Animal Farm)

Jones (original owner of Manor Farm)

Pilkington (human farmer who does business with the Animal Farm)

dislikes

Other animals on the Animal Farm

4 Identity and difference

Benjamin (cynical donkey)

Mollie (vain horse who is more worried about ribbons than the revolution)

Jessie, Bluebell and Pincher (three dogs whose pups become Napoleon’s guard dogs)

Moses (raven who tells other of Sugarcandy Mountain)

“A novella is a work of written, fictional, narrative prose normally longer than a short story but shorter than a novel. […]” Excerpt available at . Accessed on January 26, 2016.

144

IGOR AOKI

Clover (motherly horse who silently questions some of Napoleon’s decisions)

Respostas pessoais. Professor/a, as respostas para estas perguntas, indicadas aqui, serão verificadas por meio da leitura do texto da atividade 3. A tira traz a introdução da novela, cujo título foi traduzido para o português como A revolução dos bichos, que versa sobre animais que começam uma revolução

a What do you think this novella is about?

contra humanos. Espera-se que os/as estudantes depreendam a ideia de revolução do último quadrinho. Se desejar explorar o gênero da obra com eles/elas, sugere-se a leitura do artigo disponível em (acesso em 11 de novembro de 2015).

b Which character do you think will deliver the speech you are about to read: Jones, the farmer, or Major, the boar?

Reading

Read the speech and the excerpt after it, both taken from the book Animal Farm, and check your answers to activity 2. Then do the activities.

“All the animals were now present except Moses, the tame raven, who slept on a perch behind the back door. When Major saw that they had all made themselves comfortable and were waiting attentively, he cleared his throat and began: ‘Comrades, you have heard already about the strange dream that I had last night. But I will come to the dream later. I have something else to say first. I do not think, comrades, that I shall be with you for many months longer, and before I die, I feel it my duty to pass on to you such wisdom as I have acquired. I have had a long life, I have had much time for though as I lay alone in my stall, and I think I may say that I understand the nature of life on this earth as well as any animal now living. It is about this that I wish to speak to you. ‘Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious, and short. We are born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end we are slaughtered with hideous cruelty. No animal in England knows the meaning of happiness or leisure after he is a year old. No animal in England is free. The life of an animal is misery and slavery: that is the plain truth. ‘But is this simply part of the order of nature? Is it because this land of ours is so poor that it cannot afford a decent life to those who dwell upon it? No, comrades, a thousand times no! The soil of England is fertile, its climate is good, it is capable of affording food in abundance to an enormously greater number of animals than now inhabit it. This single farm of ours would support a dozen horses, twenty cows, hundreds of sheep – and all of them living in a comfort and a dignity that are now almost beyond our imagining. Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings. There, comrades, is the answer to all our problems. It is summed up in a single word – Man. Man is the only real enemy we have. Remove Man from the scene, and the root cause of hunger and overwork is abolished for ever. ‘Man is the only creature that consumes without producing. He does not give milk, he does

145

4 Identity and difference

REPRODUCTION

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

c What might be

Respostas pessoais. Professor/a, espera-se que os/as estudantes percebam que o discurso será proferido pela personagem Major. pessoais. Professor/a, recomenda-se chamar a atenção the main purpose of the speech? Respostas dos/as estudantes para a relação entre os quadrinhos e explorar os elementos visuais que remetem a uma possível revolução feita pelos animais contra os humanos. O objetivo do discurso é incitar os animais a começar a revolução.

4 Identity and difference

THE SEVEN COMMANDMENTS 1. Whatever goes upon two legs is an enemy. 2. Whatever goes upon four legs, or has wings, is a friend. 3. No animal shall wear clothes. 4. No animal shall sleep in a bed. 5. No animal shall drink alcohol. 6. No animal shall kill another animal. 7. All animals are equal.” ORWELL, G. Animal Farm: A Fairy Story. London: 1945, p. 9. Available at . Accessed on February 25, 2016.

146

REPRODUCTION

ORWELL, G. Animal Farm: A Fairy Story. London: 1945, p. 2-3. Available at . Accessed on February 25, 2016.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

You cows that I see before me, how many thousands of gallons of milk have you given during this last year? And what has happened to that milk which should have been breeding up sturdy calves? Every drop of it has gone down the throats of our enemies. And you hens, how many eggs have you laid in this last year, and how many of those eggs ever hatched into chickens? The rest have all gone to market to bring in money for Jones and his men. And you, Clover, where are those four foals you bore, who should have been the support and pleasure of your old age? Each was sold at a year ago — you will never see one of them again. In return for your four confinements and all your labour in the fields, what have you ever had except your bare relations and a stall? ‘And even the miserable lives we lead are not allowed to reach their natural span. For myself I do not grumble, for I am one of the lucky ones. I am twelve years old and have had over four hundred children. Such is the natural life of a pig. But no animal escapes the cruel knife in the end. You young porkers who are sitting in front of me, every one of you will scream your lives out at the block within a year. To that horror we all must come — cows, pigs, hens, sheep, everyone. Even the horses and the dogs have no better fate. You, Boxer, the very day that those great muscles of yours lose their power, Jones will sell you to the knacker, who will cut your throat and boil you down for the foxhounds. As for the dogs, when they grow old and toothless, Jones ties a brick round their necks and drowns them in the nearest pond. ‘Is it not crystal clear, then, comrades, that all the evils of this life of ours spring from the tyranny of human beings? Only get rid of Man, and the produce of our labour would be our own. Almost overnight we could become rich and free. What then must we do? Why, work night and day, body and soul, for the overthrow of the human race! That is my message to you, comrades: Rebellion! I do not know when that Rebellion will come, it might be in a week or in a hundred years, but I know, as surely as I see this straw beneath my feet, that sooner or later justice will be done. Fix your eyes on that, comrades, throughout the short remainder of your lives! And above all, pass on this message of mine to those who come after you, so that future generations shall carry on the struggle until it is victorious. ‘And remember, comrades, your resolution must never falter. No argument must lead you astray. Never listen when they tell you that Man and the animals have a common interest, that the prosperity of the one is the prosperity of the others. It is all lies. Man serves the interests on no creature except himself. And among us animals let there be perfect unity, perfect comradeship in the struggle. All men are enemies. All animals are comrades.”

REPRODUCTION

not lay eggs, he is too weak to pull the plough, he cannot run fast enough to catch rabbits. Yes he is lord of all the animals. He sets them to work, he gives back to them the bare minimum that will prevent them from starving, and the rest he keeps for himself. Our labour tills the soil, our dung fertilises it, and yet there is not one of us that owns more than his bare skin.

a Based on the texts, decide if the statements are true or false. Write the answers in your notebook. I It is possible to infer from the context that “comrade” means “friend”. II Men are seen as the only cause of animals’ hunger and overwork. III The speaker’s main claim is for vegetarianism.

True

False

IV The seven commandments support the idea that “All men are enemies. All animals are comrades.”

True

V Men are included in the “animals” category.

False

VI Old Major uses inclusive terms for individuals (we, our) to create a sense of belonging. b What is Old Major’s main claim in his speech?

Now, read these two other fragments from the end of the story. Analyze how it progresses and do the activities in your notebook.

ALL ANIMALS ARE EQUAL BUT SOME ANIMALS ARE MORE EQUAL THAN OTHERS ORWELL, G. Animal Farm: A Fairy Story. London: 1945, p. 51-52. Available at . Accessed on February 25, 2016.

PHOTOS: REPRODUCTION

ORWELL, G. Animal Farm: A Fairy Story. London: 1945, p. 55. Available at . Accessed on February 25, 2016.

a Choose the correct sentences. I The animals got to the conclusion that men are more powerful and, therefore, should have control over them.

II In the end, some animals started to rule over others, as human beings first did with the animals.

III The moral of the story is that it is not possible to reach equality and equity within a society if some believe they are better and deserve more privileges than others.

IV Animal Farm can be perceived as an allegory of society’s tendency to class division. b In what ways can the novel be understood as a claim for democracy and freedom? Professor/a, espera-se que os/as estudantes percebam que a tendência à estratificação social ilustrada no livro é um obstáculo que se impõe à democracia e à liberdade. Dessa forma, Animal Farm pode ser entendido como uma tentativa de protestar contra a tirania e a opressão, na medida em que satiriza a divisão de classes.

4 Identity and difference

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

True Professor/a, espera-se que os/as estudantes entendam que a principal mensagem do discurso é a convocação dos animais para uma revolução contra a tirania dos seres humanos, vistos como a principal causa dos problemas na vida dos animais.

Allegory “[…] a poem, play, picture, etc., in which the apparent meaning of the characters and events is used to symbolize a deeper moral or spiritual meaning […]” Available at . Accessed on November 10, 2015. Collins English Dictionary – Complete and Unabridged. (1991, 1994, 1998, 2000, 2003).

147

After reading

Professor/a, sugere-se chamar a atenção dos/as estudantes para o fato de que a divisão de classes e a oposição entre a tirania do opressor e a subjugação do oprimido, satirizadas na obra de Orwell, se constroem sobre as diferenças. Em outras palavras, as divisões de classe ocorrem com base nas diferenças, sejam elas políticas, religiosas, raciais ou de gênero, entre outras. Na obra, tais diferenças aparecem mesmo entre os animais, o que faz que os porcos, ao final da história, tenham mais direitos que os outros animais; assim, essa diferença se torna uma justificativa para a dominação.

How does Animal Farm relate to the theme of this unit?

When was Animal Farm written? Read the passage and discuss the questions with your Respostas pessoais. Professor/a, pode ser interessante discutir com os/as estudantes a ditadura militar no Brasil, em vigor classmates. entre 1964 e 1985. É importante chamar a atenção deles/delas para o fato de que, assim como o quadro social e político retratado pela obra de George Orwell, esse período da história brasileira também foi marcado por repressão, tirania e

restrição da liberdade dos cidadãos. Ambos os momentos históricos representam tiranias, que, porém, apresentavam justificativas diferentes: enquanto a Revolução Russa foi desencadeada pela esquerda, a ditadura militar no Brasil foi resultado de um golpe da direita. De forma, ambas foram caracterizadas por From Wikipedia, the free encyclopedia qualquer dominação, opressão e repressão.

Animal Farm

This article is about the novel by George Orwell. For other uses, see Animal Farm (disambiguation).

Animal Farm is an allegorical and Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

dystopian novella by George Orwell, first published in England on 17 August 1945. According to Orwell, the book reflects events leading up to the Russian Revolution of 1917 and then on into the Stalinist era of the Soviet Union.[1] Orwell, a democratic socialist,[2] was a critic of Joseph Stalin and hostile to Moscowdirected Stalinism, an attitude that was critically shaped by his experiences during the Spanish Civil War.[3] The Soviet Union, he believed, had become a brutal dictatorship, built upon a cult of personality and enforced by a reign of terror. In a letter to Yvonne Davet, Orwell described Animal conte satirique contre Staline”),[4] and in his essay “Why I Write” (1946), wrote that Animal Farm was the first book in which he tried, with full consciousness of what he was doing, “to fuse political purpose and artistic purpose into one whole”.

WIKIPEDIA.ORG/REPRODUCTION

Farm as a satirical tale against Stalin (“un

4 Identity and difference

Available at . Accessed on November 10, 2015.

a How does Orwell’s masterpiece reflect the political background of the period in which it was Professor/a, sugere-se auxiliar os/as estudantes a atentar para o fato de que o livro foi escrito em 1945 e, portanto, parece

written? criticar a Revolução Russa de 1917, satirizando a tirania de Stalin e a ditadura soviética.

b Can you remember any other political moments in history that are similar to the one described above?

c Did Orwell manage “to fuse political purpose and artistic purpose into one whole”? How can society benefit from his work? 148

Professor/a, pode ser interessante discutir com os/as estudantes como Orwell fundiu política e arte com maestria, uma vez que se valeu da arte para problematizar uma questão sociopolítica, conscientizando a sociedade da tirania e da opressão, a fim de reivindicar uma realidade diferente daquela vivida no governo ditatorial de Stalin.

WRITING LITERACY

Writing a speech

Respostas pessoais. Professor/a, espera-se que os/as estudantes percebam que ambos os discursos propõem uma mudança social. Além disso, há intertextualidade entre eles, uma vez que o discurso de Prince Ntwali ecoa o discurso de Martin Luther King não apenas em sua estrutura gramatical (uso do subjuntivo e do futuro) e melódica, mas também na utilização da frase “I have a dream”. Tal intertextualidade talvez seja explicada pelo desejo de Prince de que seu discurso tenha impacto sobre seus interlocutores, da mesma forma que o discurso de Martin Luther King teve sobre os Estados Unidos, marcando um momento histórico importante do país.

Before writing

Ciências Humanas Linguagens

Go back to Martin Luther King’s speech on page 142 and then read Prince Ntwali’s speech below. How are they related? Do you consider Prince Ntwali’s speech effective? Why?

“As Martin Luther King had a dream for USA, I have also a dream for DR Congo. I have a dream that one day DR Congo will rise up and return to its destiny.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

I believe deeply that things are going to be different in this rich country, [whose] population is poor and unhappy, with children in the streets, women and girls raped, small children forced into the army instead of going to school; ladies relegated to prostitution and many HIV positive. Eastern Congo is thorned by violence and wars. Famine destroys many families. Many people die because they don’t get health care. Cries become the chorus of our songs. Listen, very soon the chorus is going to change to praises to God! I have a dream. I have a dream that this country is going to be transformed [into] a paradise, where foreigners will not come to bring aid but to find rest and peace. I have a dream. I have a dream that, very soon, Congo is going to be an oasis of peace and development in Africa. Congolese will choose to work hard and develop their own country. I have a dream today. Thanks.” Source: . Accessed on November 10, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

“[…] Prince Ntwali is a 13-year-old Congolese street child. After studying Martin Luther King’s ‘I Have a Dream’ speech, Prince came up with his own dream for Congo […].”

What are these speeches about? Have they touched you somehow? Have they made you Respostas pessoais. Professor/a, embora as reações dos/as estudantes think differently about social justice? possam ser diversas, espera-se que percebam que ambos os discursos propõem uma mudança social.

What is the purpose of a speech?

What makes a good speech? How important is it to plan a speech before delivering it?

Professor/a, espera-se que os/as estudantes percebam que um discurso tem objetivos diversos, como tocar/sensibilizar o público que o escuta, fazendo-o (re)pensar/refletir sobre o seu conteúdo (como no caso dos discursos apresentados nesta unidade), fazer um anúncio oficial, tentar convencer quem o escuta por meio da lógica etc.

Respostas pessoais. Professor/a, sugere-se encorajar os/as estudantes a perceber que um discurso eficaz deve ser organizado, claro e engajador. Para tanto, é necessário que ele seja planejado antes de ser proferido. Um discurso é um híbrido de texto oral e escrito, pois ele é proferido oralmente, fazendo uso de recursos dos gêneros orais, mas é previamente escrito, dada a necessidade do seu planejamento.

149

4 Identity and difference

Excerpt from the text available at . Accessed on November 17, 2015.

In your notebook, order the tips on how to plan a successful speech. Part 1: The basics “[...] Choose your topic. A good speech [focuses] on a message, which needs to match the occasion. It should resonate with the [audience] interests, and it should be important to the listeners. [...]” 1

“Get persuasive. If your points are illogical, don’t attempt to pad them with other reasons. Make sure your reason is sound, and then you can try to add persuasive techniques. [...]” 4

“Find purpose or thesis. Why are you giving a speech on this topic? (‘My teacher told me to!’ or ‘I have to’ is not a valid reason.). [...]” 2

IGOR AOKI

“Get organized. All good speeches require shape: the introduction, the body, and the conclusion. A speech is not an amorphous blob or tangled strings of thought. [...]” 3

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Excerpts from the text available at . Accessed on November 4, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

Read the steps for writing a speech. In your notebook, name the sections using the phrases in the box. Forming your speech

Part 2:

Making it effective

“[...] 1 Choose words wisely. When giving a speech to 8th graders, it’s important not to get esoteric — in other words, use words they will understand and appreciate. Cater your speech to your audience — what do they want to hear? [...] 2 Grab their attention. ‘Shake hands’ with them — figuratively, of course. Personalize your speech by hooking members of your audience. Build agreement with your topic and a sense of rapport with you. [...]

4 Illustrate. Make your writing graphic. Your goal is to make the main points of your writing in the speech stick in the minds of your audience. If someone asks [about] or compliments your speech afterwards, it’ll probably sound something like, ‘I enjoyed the story Tom told about his sister,’ or ‘The pie chart of this year’s earnings was helpful.’ They probably won’t say, ‘Your second point in the body of your speech was well thought-out and logical.’ So think visually. [...] 5 Think in pauses. The best actors are equally effective (if not more so) in between their lines. Write pauses, or beats, when you really want a point to sink in. People will automatically take notice — looking, straightening up and cocking their head to the side and actually hearing the silence. Now that’s commanding a room. [...]” 150

IGOR AOKI

4 Identity and difference

3 Focus on your message. For some, it’s easy to get side-tracked or to try to attack too many things at once. Your speech has one message, and it is the only thing that needs to be addressed thoroughly. Don’t focus on the details or, what’s worse, [on] something completely unrelated. Your audience will be left wondering what the heck is going on. [...]

Part 3:

Forming your speech

“[...] 1 Start off with a strong introduction. Open with a big statement that will grab the attention of the audience. Remember that engaging hook we talked about? That goes in now. Dive right in, getting personal and showing your human side. [...] 2 Use inclusive terms for individuals. Point to ‘our’ things — our team, our city/ state/country, or our school, our class-year, our work, people, and product/candidate, etc. Your audience will feel more included and a sense of belonging. If ‘we’ feel that way, they’ll feel the pressure to feel that way, too. [...]

4 Be aware of your transitions. Build clear and sensible transitions from one thought to the next. The biggest mistake speakers and writers make is to assume people will follow leaps of logic — place, time or changes of ideas. Spell out to the audience when you are taking a turn in your thoughts with phrases like: ‘As an example of this, we can see...’ or ‘This brings us back to the larger problem of...,’ and so forth. [...]

IGOR AOKI

5 End with a firm conclusion. Conclude with a powerful nail-down, summarizing what you came here to say. Leave them with a question or thoughts of implications; leave them with something — what do you want that something to be? [...]” Available at . Accessed on November 4, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

e, em seguida, comparar suas anotações com as dos/as colegas, uma vez que as percepções podem ser distintas.

How would you organize and write a speech encouraging your classmates to respect differences? Copy the chart in your notebook and use it to plan your speech. Topic Purpose/Thesis Tone (formal/informal) Illustrations/Examples Transition words/expressions Introduction Body

TEBOO K N

Conclusion

4 Identity and difference

Respostas pessoais. Professor/a, sugere-se mostrar aos/às estudantes que o quadro é só uma forma de organizar as ideias, ou seja, não é necessário escrever parágrafos neste momento da atividade. Além disso, é importante chamar a atenção deles/delas para o seu público-alvo, seus/suas colegas de classe, uma vez que isso vai influenciar todo o seu discurso.

Can you identify the features mentioned in activities 5 and 6 in Martin Kuther King’s and Respostas pessoais. Professor/a, recomenda-se encorajar os/as estudantes a identificar, Prince Ntwali’s speeches? individualmente, as características que eles/elas podem perceber nos discursos trabalhados

TEBOO

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

3 Build the body of the speech. This part should contain the main points of the issue and support for each one. [...]

Writing 9

Write a speech about respecting differences to give to your classmates.

Professor/a, sugere-se incentivar os/as estudantes a escolher temas relevantes para a comunidade escolar. É importante também encorajá-los/as a revisitar o passo a passo da elaboração de um discurso, apresentado em “Before writing”.

151

After writing 10 Work in pairs. Read your partner’s speech. Copy this chart in your notebook and use it to give him/her feedback. Then ask for your teacher’s feedback. Additional comments The topic is clear. The message is conveyed efficiently. The thesis/author’s major claim is clear. The tone used is appropriate.

Transition between ideas is smoothly made. It is a persuasive speech. It is well-organized and structured. It has a strong and engaging introduction.

TEBOO

The conclusion is thoughtprovoking and does not introduce any new ideas.

Its body brings convincing and well-supported arguments.

11 Now take your teacher’s and your partner’s comments into account and write the final version of your speech.

Professor/a, sugere-se encorajar os/as estudantes a aprimorar seu texto, pois eles/elas deverão proferir seus discursos diante da turma na próxima seção.

12 You are going to deliver your speech to your classmates in the next section. How effective do you think it will be? What impact do you think it will have on the audience? Respostas pessoais.

4 Identity and difference

ORAL LITERACY Before speaking 1

Delivering a speech Ciências Humanas Linguagens

Read Prince Ntwali’s speech again on page 149. Did he use any of the strategies mentioned in Professor/a, espera-se que os/as estudantes percebam que o discurso the “Writing literacy” section? Which one(s)? de Prince Ntwali é bem organizado e persuasivo. Ele começa com uma introdução eficaz, mencionando Martin Luther King, define bem o tópico desde o início de seu discurso e o profere pausadamente, o que mantém os/as interlocutores atentos e lhes permite acompanhar sua linha de raciocínio.

Get ready to deliver the speech you wrote in the “Writing literacy” section. Follow these tips to help you. 152

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

There is plenty of exemplification/ illustrations.

How to Prepare and Give a Speech Seven Methods: Speech

Plan Your Speech

During Your Speech

Write the Speech

Practice the Speech

Sample Persuasive Speeches

On the Day of Your

Sample Informational Speeches

WIKIHOW.COM/REPRODUCTION

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Being asked to prepare and give a speech can seem really intimidating when you’ve never done it before. Don’t worry! You’ll be a public speaking pro in no time if you follow these simple tips.

“[...] 1 Set a timer. You should know how long your speech needs to be. If you can’t deliver the speech within the given amount of time, then you may need to shorten it or lengthen it. Remember to include time for a [questions & answers] period if appropriate. 2 Practice your speech in front of a friend or a mirror. Practice looking up at your audience so that your eyes aren’t always on your notes. 3 Speak slowly and enunciate clearly. Pause between the sections of your speech so that your audience can digest the information. 4 Mark up your speech as you go with a pen or pencil. If words sound unnatural to you or a sentence is awkward as you speak it, mark it out and edit it to make it sound natural.

6 Practice more than once. If you’ve delivered your speech in rehearsal multiple times, then you will feel much more confident [on stage]. [...] ” Available at . Accessed on November 4, 2015. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

Speaking 3

Deliver your speech to your classmates. Remember to speak clearly!

Professor/a, é interessante lembrar aos/às estudantes que o objetivo de cada discurso é argumentar sobre alguma questão relacionada à importância de respeitar as diferenças, sobre o que a comunidade escolar precisa se conscientizar etc.

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4 Identity and difference

5 Make a video recording of yourself as you make the speech. Analyze your appearance, your body language and your delivery. [...]

Pay attention to your classmates’ performances while they deliver their speeches. Copy the chart in your notebook and answer: which of these strategies did they adopt? Respostas pessoais. Strategy

Speech 1

Speech 2

Speech...

Use of appropriate body language (standing, walking or moving about with appropriate hand gestures or facial expressions) Conviction in speaking Appropriate use of notes (do not read for any extended length of time) Eye contact with the audience Speech directed to the audience, responding to their reactions Use of pauses to allow the audience a little time to reflect and think

After speaking 5

Work in groups. Share your impressions with your classmates. Don’t forget to ask for your é importante lembrar aos/às estudantes que, além de compartilhar suas impressões teacher’s impressions too. Professor/a, com os/as colegas, é importante discutir as diferenças de opiniões e seus porquês e, principalmente, entender o feedback de seu próprio discurso.

Discuss the questions.

a What did you learn from your classmates’ speeches? Did they make you reflect? b Do you believe the speeches delivered were effective tools to help fight prejudice and call for respect for differences in your community?

c How important do you think it is to campaign for respect for differences? d How could you and your classmates continue this initiative beyond the classroom?

LINGUISTIC LITERACY

Expressing future time: future simple and future in present

Professor/a, o uso do tempo futuro é sistematizado no “Language reference”, página 183. Sugere-se usar a seção a seu critério.

4 Identity and difference

Read the speeches of Martin Luther King (page 142), Old Major (pages 145 and 146), Prince Ntwali (page 149) and the Seven Commandments (page 146) again. What do all the highlighted verbs have in common? Why are they recurrent? Professor/a, espera-se que os/as estudantes notem que todos os verbos destacados expressam futuro e que eles são recorrentes porque todos os textos mencionados (os discursos e a lista com os sete mandamentos) projetam planos para a construção de um futuro diferente.

Pay attention to the highlighted verbs in the speeches and decide if the statements are true Professor/a, sugere-se trabalhar as formas abreviadas de will na or false. Write the answers in your notebook. afirmativa e na negativa e chamar a atenção dos/as estudantes para as estruturas interrogativas.

a “Shall” is a less common term that can be used instead of “will”.

True

Professor/a, shall não será muito explorado, pois seu uso não é muito frequente.

b “Be going to” and “will” may be used interchangeably with a slight difference in meaning. 154

True

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

TEBOO

Information available at ; . Accessed on November 6, 2015.

TEBOO

Use of voice in a flexible and powerful way, varying the volume, pace and pitch

c When expressing future time with “will” (future simple), the structure will + verb in the base form is used.

True

d When expressing future time with “be going to” (future in present), the structure verb to be + going to + verb in the base form is used.

True

e The negative forms of “be going to” and “will” require the addition of the particle “not”. f

In questions, both the verb “to be” and the modal “will” go before the subject.

True

Now focus on the sentences from Prince Ntwali’s speech on page 149 and choose the correct statements.

“I have a dream that one day DR Congo will rise up and return to its destiny.”

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“Congolese will choose to work hard and develop their own country.”

“I have a dream that, very soon, Congo is going to be an oasis of peace [...].”

IGOR AOKI

“I believe deeply that things are going to be different in this rich country [...].”

a “Be going to” was probably chosen in the last two sentences because they express a higher level of certainty and confidence about what is being said (based on present evidence), which is reinforced by the expressions “deeply” and “very soon”.

b It would be wrong if the speaker used “be going to” instead of “will” and vice-versa. c Using “be going to” in this kind of speech might be a way of fostering the audience’s confidence and involve them.

Professor/a, é importante que os/as estudantes percebam que o que justifica a escolha entre uma ou outra forma de expressar o futuro é o nível de certeza envolvido na ação, ou seja, a intenção do falante em dar ênfase ao caráter incerto (will) ou o discurso mais calcado em fatos presentes (be going to), que façam o falante ter maior certeza da ação.

Analyze Martin Luther King’s speech on page 142 once more and answer the questions.

a Which tense is the most used to express future time: the future simple (will) or the future in Professor/a, espera-se que os/as estudantes notem que, no discurso de Martin Luther King, a expressão

present (be going to)? do tempo futuro por meio do future simple (will) é mais usada.

Professor/a, mais uma vez sugere-se ressaltar a diferença sutil que existe entre as duas formas de expressar futuro aqui trabalhadas, levando os/as estudantes a refletir sobre o impacto dessa escolha no interlocutor. Teoricamente, seria possível pressupor que o discurso em questão ganharia mais força se o uso da forma be going to fosse mais explorado. Entretanto, dado o momento sócio-histórico em que o discurso foi proferido, o sonho de Martin Luther King ainda parecia distante, sem muitas evidências

he chose to express the future? Why?

5 6

Inspired by the speeches given by Prince Ntwali and Martin Luther King, think about the presentes que embasassem sua future of your country. Write a paragraph about it in your notebook. concretização; nesse sentido, pode-se Respostas pessoais. Professor/a, o intuito desta atividade é auxiliar os/as estudantes a escolher a expressão de futuro que mais adequar ao seu discurso, a depender da sua intenção como falantes.

dizer que o uso de will causa mais impacto, pois evidencia a distância entre o sonho e a realidade imediata em que se vivia.

Share your paragraph with your classmates and discuss: what can you do to make the hopes Respostas pessoais. Professor/a, sugere-se incentivar and dreams you mentioned in your paragraph come true? os/as estudantes a refletir sobre pequenos gestos que podem colaborar para a melhoria da sociedade.

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4 Identity and difference

b Would his speech be stronger and have a greater impact on the audience if he changed the way

CAREERS 1

Care work

Do you know what care work is? Read the definitions and do the activities.

Care work

04_028_f_vem1_g Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

From Wikipedia, the free encyclopedia

Care work is a sub-category of work that includes all tasks that directly involve care processes done in service of others. It is often differentiated from other forms of work because it is considered to be intrinsically motivated, meaning that people are

Child care is an example of care work.

motivated to pursue care work for reasons other than financial compensation.[1] Another factor that is often used to differentiate caring labor from other types of work is the motivating factor. This perspective defines care of responsibility for other people, with no expectation of immediate pecuniary reward.[2] Regardless of motivation, care work includes care activities done for pay as well as those done without remuneration.

Available at . Accessed on October 1, 2015.

156

WIKIPEDIA.ORG/REPRODUCTION

4 Identity and difference

labor as labor undertaken out of affection or a sense

Home

Carework, Definition(s) of “Carework” refers, simply, to the work of caring for others, including unpaid care for family members and friends, as well as paid care for others. Caring work includes taking care of children, the elderly, the sick, and the disabled, as well as doing domestic work such as cleaning and cooking. As reproductive labor, carework is necessary to the continuation of every society. By deploying the term “carework,” scholars and advocates emphasize the importance of recognizing that care is not simply a natural and uncomplicated response to those in need, but actually hard physical, mental, and emotional work, which is often unequally distributed through society (Meyer 2000). Because care tends to be economically devalued, many scholars who study carework emphasize the skill required for care, and the importance of valuing care.

WORKFAMILY.SAS.UPENN.EDU/REPRODUCTION

Available at . Accessed on November 17, 2015.

Professor/a, espera-se que os/as estudantes sejam capazes de perceber que care work está relacionado a profissões que envolvem cuidados com o próximo.

a Explain what care work is using your own words. b How is this kind of work related to this unit?

Professor/a, espera-se que os/as estudantes percebam que optar por uma carreira que tenha como principal objetivo cuidar do próximo e ajudá-lo a desenvolver suas capacidades é uma maneira de lutar pelo respeito à diversidade e às diferenças.

c What might be the problem of understanding care work as “intrinsically motivated” and “with no expectation of immediate pecuniary reward”?

Do you identify with this kind of work? Choose the situations that apply to you. • “I usually put the needs of others above my own. • I am always the person my friends turn to when they need help. • I don’t mind listening to people if they need to talk. • If someone’s in trouble, I will drop everything to help them.

Respostas pessoais. Professor/a, sugere-se mostrar aos/às estudantes que, de acordo com o website do qual esse excerto foi retirado, assinalar cinco ou mais itens significa ser uma pessoa que gosta de cuidar do próximo. É importante problematizar esse tipo de teste, questionando a sua verificabilidade. Entretanto, por meio da análise dessas frases é possível refletir sobre características pessoais relacionadas ao cuidado com o outro.

• Making other people feel good makes me feel good. • I would like a job where I work closely with other people. • People describe me as helpful. • I stay calm in difficult situations. • Crying people don’t make me panic. • I like to make a difference.”

Professor/a, sugere-se ajudar os/as estudantes a perceber que, ao entender uma profissão como aquela que gera profissionais “intrinsecamente motivados”, deve-se tomar cuidado para que não haja a compreensão equivocada de que apenas a motivação é suficiente para o exercício dessa profissão. É verdade que muitos profissionais se engajam nessa área por gostar do que fazem, e não pelos benefícios ou pelo retorno financeiro. No entanto, embora a motivação seja um fator extremamente relevante, não se pode descartar o processo de formação necessário para exercer a profissão, assim como os direitos dos profissionais da área, incluindo o direito a uma remuneração adequada.

Excerpt from the text available at . Accessed on October 1, 2015.

157

4 Identity and difference

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Fathers, Caregiving and Work

These are some jobs related to care work. What do you know about them? Discuss with a partner. Respostas pessoais.

care assistant

nanny

occupational therapist

psychologist

social worker

Read the descriptions of the jobs from activity 3. In your notebook, complete them using the name of the job (you may need to use the plural form).

It would be useful if you had experience in a caring role. [...] care assistant

A good has a friendly and caring approach and the ability to relate to people from a variety of backgrounds. Patience and a sense of humour are also important.”

158

NATIONALCAREERSSERVICE.DIRECT.GOV.UK/REPRODUCTION

4 Identity and difference

You’ll be put in situations where your tact, patience and understanding will be needed and you’ll need to assess and cope with these situations in a sensitive and non-judgemental way. [...]”

ALINA SOLOVYOVA-VINCENT/GETTY IMAGES

social worker

“As a qualified your job will be to relate to people of all ages and backgrounds and be able to gain their trust, in order to help them. If you want to make a positive difference in the community, a career as a could be a perfect social worker choice for you.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

care assistant

you would help people who have As a difficulties with their daily activities. You could work with children, people with physical or learning disabilities, older people or families.

ALEXANDER RATHS/SHUTTERSTOCK

“If you enjoy helping people and want to make a difference to their lives, this job could be just what you are looking for.

NATIONALCAREERSSERVICE.DIRECT.GOV.UK/REPRODUCTION

“ study people’s behaviour, motivations, thoughts and feelings, and help them overcome or control their problems. As a , psychologist you would specialise in a particular area, such as clinical psychology, or educational psychology. If you would enjoy helping people with psychological difficulties and have excellent communication and listening skills, this could be an ideal job for you. [...]”

If you’re interested in helping children develop, and can create trusting relationships with them and their parents, this job could be ideal for you. In this job you’ll need creative ideas to organise interesting activities. You’ll also need patience, an understanding of child development, and a sense of humour. nanny

You may be able to start [working] as a without any qualifications, though many employers and employment agencies will prefer you to have some training. [...]”

4 Identity and difference

“ work in private homes caring for their employer’s children. They are responsible for all aspects of childcare. Duties will vary depending on the number and ages of the children being looked after.

NATIONALCAREERSSERVICE.DIRECT.GOV.UK/REPRODUCTION

Nannies

SERGIYN/SHUTTERSTOCK

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Psychologists

159

If you choose this field, there are many kinds of practice available for you to specialize in. You may decide to work with premature babies at a pediatric hospital or children with cerebral palsy or Down syndrome. Many practitioners choose to help children thrive in the ‘occupations’ of childhood, which include learning, playing and growing. also work in schools with students Occupational therapists who have learning disabilities or behavioral problems. Or you may be interested in working with older people in their homes or nursing homes, helping them to recover from strokes or deal with Alzheimer’s disease. Some practitioners choose to help accident victims to regain needed skills or offer assistance to people with mental illness. There are new specialties too, like training workers to use the correct ergonomics, helping people with low vision maintain their independence, making buildings and homes more accessible, evaluating and training older drivers and promoting health and wellness. [...]” Available at ; ; ; ; . Accessed on January 29, 2016. Occasional linguistic adjustments to fit standard language marked with [ ]. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

Discuss

Professor/a, sugere-se auxiliar os/as estudantes a perceber que todas as profissões têm sua importância na sociedade. No entanto, algumas gozam de mais prestígio que outras por motivos políticos e/ou econômicos.

Do any of these care jobs interest you? If so, which one(s) and why? Do you know anyone who is trying to pursue one of these careers or someone who is already working in those fields? What might be some of the pros and cons of pursuing these careers? Do you know any other jobs related to care work? Which one(s)? Has this section helped you (re)think your perspective on any of the professions discussed? If so, in what ways? 4 Identity and difference

How important do you believe these professions are? Do you believe they receive the deserved respect in Brazil? Why? If not, what should be done about it?

Exploring further Go online and do some research about the mentioned careers in Brazil, taking the following aspects into consideration: remuneration, prerequisites (level of education, personal characteristics etc.), working conditions (working hours etc.), activities and workplaces. Then share your findings with your classmates. 160

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Occupational therapists

“ help people of all ages to fully engage in their daily lives, from their work and recreation to activities of daily living like getting dressed, cooking, eating and driving. It’s a much-needed career and the employment outlook is bright. [...]

EXPLOREHEALTHCAREERS.ORG/REPRODUCTION

STUDY SKILLS 1 2

Multiple intelligences

Think about the professions mentioned in the “Career” section. What characteristics are required when pursuing those careers? Make a list in your notebook. Respostas possíveis: helpful, friendly, patient, caring, creative, responsible e organized. Professor/a, sugere-se encorajar os/as estudantes a revisitar os textos da seção anterior com o intuito de destacar as características necessárias aos profissionais das áreas em questão.

What do you know about multiple intelligences? Read the text and decide if the statements Professor/a, sugere-se começar a desenvolver com os/as estudantes a ideia de que existe mais de um tipo de are true or false. inteligência, o que significa que pessoas diferentes apresentam tipos de aprendizagem diferentes. Saber identificar

qual é sua inteligência mais latente é de suma importância para o processo de aprendizagem dos/as estudantes, uma vez que eles/elas saberão exatamente os tipos de atividades que melhor podem desenvolver seu conhecimento. Além disso, é importante ajudá-los/as a perceber que os

From Wikipedia, the free encyclopedia

tipos de inteligência que possuem são mais um dos fragmentos que compõem sua identidade.

Gardner chose eight abilities that he held to meet these criteria: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion. Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should “empower learners”, not restrict them to one modality of learning. According to Gardner, an intelligence is “a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.” [...]

4 Identity and difference

The Theory of Multiple Intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) “modalities”, rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated eight criteria for a behavior to be considered an intelligence. These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings.

WIKIPEDIA.ORG/REPRODUCTION

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

The Theory of Multiple Intelligences

Available at . Accessed on October 10, 2015.

161

a It is not how smart you are, it is how you are smart.

True

b People always have more than one type of intelligence, but generally there are some types that are more evident than others.

True

c Everyone is intelligent somehow.

True

d Multiple intelligences are not learning styles, but being aware of your strongest types of intelligence helps you find out the sort of learning that will be most fulfilling for you.

e Intelligence types are not part of a person’s identity.

True

False

Look at this infographic and do the activities.

visual-spatial visualizing the world in 3D

finding the right words to express what you mean

logicalmathematical

naturalist

quantifying things, making hypotheses and proving them

understanding living things and reading nature

The types of

intelligence musical

bodilykinesthetic

discerning sounds, their pitch, tone, rhythm and timbre

coordinating your mind with

4 Identity and difference

your body

existential tackling the questions of why we live and why we die

162

interpersonal sensing people’s feelings and motives

IGOR AOKI

linguistic

understanding yourself, what you feel and what you want

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

intrapersonal

a Which type(s) of intelligence do you recognize as your strongest one(s)? Respostas pessoais. b How do you use them in your studies?

Respostas pessoais.

c Read the following excerpts. Which type of intelligence matches these learning strategies? In your notebook, name them using the types of intelligence from the infographic.

Intelligence:

linguistic

Read material before going to lectures. Take notes of what you hear and read. Describe what you have learned to others. Listen to what others have learned. Write out the steps/instructions to a procedure or experiment. Use crossword puzzles, puns and imaginary conversations as memory devices. Use your verbal/linguistic knowledge to help you study. For example, if you are taking a course in music, make up a story based on what you hear.

Intelligence:

logical-mathematical

Take notes in outline form. Rank different items of information in order of importance. Organize information into different categories to aid memory. Use your logic to predict outcomes based on your knowledge. Figure out the procedures to complete a task. Create goal-setting charts for your learning objectives. Use your logical/mathematical skills to help you study. For example, if you are learning about the Earth, look for cause-and-effect relationships among geological events.

Intelligence:

visual-spatial

Use the visuals in your learning situation — images, shapes, designs, colors — to help you remember. Create a mental picture of what you are being told. Use highlighters to mark important parts of texts. When taking notes of what you hear and read, use images as well as words. Draw diagrams, graphs, patterns etc. to describe/explain things to yourself. Use visual/spatial topics in your studies. For example, if you are studying a different culture, write an essay exploring their art and paintings.

4 Identity and difference

III

ARTS: IGOR AOKI

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

163

Intelligence:

interpersonal

Seek out group learning, where you can interact with others. Use your knowledge of others to help you be a better participant on a team. Be aware of how others feel when you ask questions and listen. Explain what you have learned to other people. Be sensitive to the needs and wants of your teacher/instructor/professor — you will be better able to predict his/her expectations on essays and exams. Use interpersonal topics in your studies. For example, if you are studying History, write an essay in which you role-play a conversation with an

Intelligence:

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

historical figure.

intrapersonal

Notice your emotional state when you are in a learning situation and assess how it helps/hinders you. Use your ability to go “inside” to alleviate stress when you are surrounded by too much noise and activity. Evaluate your personal strengths/weaknesses for different subjects. Take concepts and relate them to your life/understand how they make you feel. Use intrapersonal topics in your studies. For example, if you are studying History, analyze the effect of leaders’ decision-making styles.

Intelligence:

bodily-kinesthetic

Seek out ways to learn through hands-on experience. Act out the meanings of what you learn. Connect body movements, gestures and facial expressions with different 4 Identity and difference

kinds of information. Use games, mime and simulations to better understand and aid recall. Use your bodily/kinesthetic intelligence in your studies. For example, if you are learning Math, use different parts of your body as measuring tools.

164

ARTS: IGOR AOKI

Learn about biofeedback methods to better understand how you learn.

VII

Intelligence:

musical

Use the moods of different types of music to help you study different topics. Make up sounds that you can attach to items of knowledge for better recall. Create songs and rhythms about subjects you are learning. Use music to help you reduce stress. Use music-related topics in your studies. For example, if you are studying a different culture, ask if you can write an essay about its music.

VIII

Intelligence:

naturalist

and read. Relate what you are learning to your environment. Use your “collecting” ability to help you classify and organize the ideas/ concepts that you are learning. If the outdoors is an important part of your environment, study in a nature setting or have plants in your study site. Use examples of your environment in your studies. For example, if you are studying literature and you work in an auto body shop, ask if you can write an essay about the automobile in poetry or in the form of a novel.

Intelligence:

existential

Make connections between what is being learned and the world outside

the classroom. Seek for overviews in order to support your desire to see the big picture. Look at a topic from different points of view. Summarize the information learned in a lesson. Create lessons to teach your classmates something.

ARTS: IGOR AOKI

Information available at ; . Accessed on October 1, 2015.

Professor/a, é importante mostrar para os/as estudantes que esse processo de autoconhecimento os/as ajuda a se tornar menos dependentes do/a professor/a, desenvolvendo sua autonomia.

4 Identity and difference

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Draw images of your environment when you take notes of what you hear

Discuss

Which strategies do you find most suitable for you? Have you learned any new strategies? Which one(s)? How can these strategies be used in your English learning process? In what ways might they help you in your studies? 165

PROJECT

Personal social media page

Professor/a, esta atividade introduz a discussão sobre discriminação, mais especificamente sobre o bullying. Professor/a, os/as estudantes podem mencionar o bullying físico, o verbal e o virtual (ou cyberbullying).

Phase 4 Sharing and discussing issues on discrimination

Objective: In this phase of the project, you are going to work on raising critical awareness about discrimination.

What kinds of bullying have you heard of?

Have you ever witnessed an act of bullying?

Why are some people bullied? What may happen as a result of such types of discrimination?

Prepare a personal account of any event when you or someone you know were/was victim of discrimination. Follow these steps to complete Professor/a, é importante que os/as estudantes se the task. sintam à vontade ao realizar esta atividade. Caso prefiram,

nomes e datas podem ser alterados ou omitidos de forma a preservar sua a Use these questions to reflect on your/your privacidade.

the project.

friend’s experience of discrimination:

4 Identity and difference

Who was the offender?

III

Where and when did it happen?

How did you/your friend feel about it?

How did you/your friend respond to the offense?

Do you think that it was a positive response? If not, what would be the right thing to do?

In your notebook, write a personal account of the story.

Proofread your piece of writing to correct any grammar or spelling mistakes.

Decide on how you want to publish your work. Will it be a text, a short video or a podcast?

Save your work so you can post it on your personal social media page when it is ready.

Do some research to find projects that support the fight against discrimination and prejudice. Then prepare a poster to share the information you obtained. The following guidelines will walk you through the activity.

Start by researching projects that support antidiscriminatory causes related to the story you wrote in activity 2.

Then spread the word about one of the projects you found. Make a poster or use other suitable methods to share your research.

166

Once you decide what to share, you should think about the layout of your work. You can ask yourself these questions to help you:

What happened?

IGOR AOKI

When producing your piece of work, make sure

Is the font size adequate? Does it allow people to read easily?

Is the layout clean? Are the elements well-distributed over the surface of the poster?

III

If using pictures, do they relate to the information shared?

Is the text objective and clear? Is its spelling correct?

Were credits for the content and pictures given?

Save your work so you can post it on your personal page later.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

a b c

Professor/a, you highlight: espera-se que os/as estudantes percebam que I the prejudice or discrimination a discriminação pode resultar that is being problematized; em danos físicos e II the project proposals; psicológicos, podendo levar III ways of engaging in the cause; a vítima a desenvolver IV reference, so that people may sentimentos de rejeição e get further information about isolamento.

ARTS: IGOR AOKI

What do you know about bullying? Read the questions and discuss with a partner.

PHOTOS: 1- ALE XBRYLOV/ISTOC KPHOTO, 2- HOCUS-FOCUS /ISTOCKPHOTO

Professor/a, espera-se que os/as estudantes percebam que o bullying consiste na discriminação do outro com base na diferença das identidades, como cor de pele, traços físicos e de personalidade etc. O bullying pode ocorrer em vários contextos sociais, como escola, trabalho, família, entre outros.

REFLECTING ABOUT WHAT YOU HAVE LEARNED

Identity and difference ANSWER THE QUESTIONS

IN YOUR NOTEBOOK!

e you ic s h a v p o t t a u n it? Wh in t h is t u o b a le a r n e d

n g u is t ic W h a t li ar (g r a m m s t n e e le m ave la r y) h u b a c a n d vo rd er ed in o n r a le you se ut the o b a k d to ta l e r s ta n d n u r o to p ic s ? t them u o b a m o re

W h a t d id y o u li ke o r d id n’t li ke a b o u t t h is u n it? W hy?

How can the stud y skills you have lear ned in this unit help you both at scho ol and outs ide it?

ART: AMANDA SAVOINI; PHOTOS: 1- FOTORRO/SHUTTERSTOCK, 2- J EVERYTHING/SHUTTERSTOCK, 3- HINTAU ALIAKSEI/SHUTTERSTOCK, 4- SUBJUG/ISTOCKPHOTO, 5- THINKSTOCK

he of t y d u e st lp n th a t he i c n u w is Ho ? in th s c i et y c i o s to p ov e im pr u o y

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167

PROJECT

Personal social media page

Final phase Setting up a personal social media page Objective: Over the four “Project” phases, you have been engaged in tasks that make up the overall final product, which is to create your personal social media page. In this concluding phase, you will set the page up and publish some posts you have already worked on.

Read the instructions and start setting up your personal social media page.

First, access the social network website you chose to work with and open an account if you do not have one. To do this, follow the instructions on the main page of the website. Do not forget to read its terms of use and data policy. Some networks are directly linked to some e-mail providers, but, in other cases, you will have to create a new account and provide information such as e-mail address, name, and so on. If asked to enter a username, remember to use the one you came up with in Phase 1 (page 44).

Next, it is time to establish your virtual identity. All the details regarding your profile should be consistent with your objectives. A guiding question to have in mind is “How do I want others to see me?”. Use the text you wrote in Phase 1 of the “Project” (page 44), with autobiographical content, to compose your profile. Also, provide further information you would like people to know in the corresponding fields on the page.

III Then, upload a picture for your profile, as chosen in Phase 1. Some social networks also allow you

to have a cover picture. If that is the case, choose one that relates to the objectives of your page and to your identity. IV Look for the “Settings” button to manage your account. You can edit the settings for language,

security and privacy. In some social networks, you can edit the overall look of your page by changing its color, font, background pictures etc. Do not forget that any customizations should reflect your identity.

The next step is to organize and publish the posts you have already written in the previous phases. If you wish, you may illustrate some of the posts by inserting pictures or linking them with videos and other sources.

YK N EZ

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168

Does the social network meet your needs?

Prepare a post that you want to publish next on your personal social media page. The following steps and related questions will guide you through the process of elaborating the post.

Choose a topic that allows people to get to know a bit more of who you are: what is the topic about? How does it relate to you?

Narrow the topic down by specifying what you will be addressing: what aspects of the topic will you cover? What are the details?

III

Define how you will represent that information on your page: how will you share information? Will you use written posts, pictures, videos, memes etc.?

Make your post according to what you planned in the previous steps.

Overall, is the page in tune with your objectives?

Do your profile picture and text convey to others the meaning you want them to?

Is your page layout clear and clean?

Did you edit the language, security and privacy settings?

Did you post all the activities you have done in the previous units?

Proofread your post for content, language structure, spelling and layout.

Is the text of the posts clear?

Publish your post.

Did you proofread your texts for grammar and spelling mistakes?

IGOR AOKI

Professor/a, espera-se que os/as estudantes visitem a página pessoal uns/umas dos/as outros/as, leiam as postagens

Visit your classmates’ personal pages and interact with them. Comment on their posts and e registrem seus engage in the activities they propose. comentários por escrito. Deve-se

Go over these questions to self-evaluate encorajar a interação entre eles/elas nas redes sociais this project.

sempre de forma respeitosa.

a b

Did the project turn out as you expected?

c d

Were the activities clear and interesting?

Will you keep updating your page? What kind of content do you feel like posting next?

What was working on the project like? What did you learn? What were the positive/negative aspects of creating a personal page?

PHOTOS: 1- ALE XBRYLOV/ISTOC KPHOTO, 2- HOCUS-FOCUS /ISTOCKPHOTO

After setting up your personal page, you should proofread it. Use these questions as a guide.

IGOR AOKI

169

Exams Multiple-choice questions

In pairs, discuss how you usually answer multiple-choice reading comprehension tests. Respostas pessoais. Professor/a, sugere-se abrir a discussão das duplas para toda a turma e comparar as estratégias mencionadas.

Read these questions from two different entrance exams and answer the questions.

Professor/a, sugere-se explicar para os/as estudantes que ainda não é o momento de resolver as questões, mas de se familiarizar com o formato delas (verificando se as perguntas são em português ou em inglês, de múltipla escolha ou discursivas etc.).

I ENEM/2013

Questão 94 National Geographic News

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Christine Dell’Amore Published April 26, 2010

Our bodies produce a small steady amount of natural morphine, a new study suggests. Traces of the chemical are often found in mouse and human urine, leading scientists to wonder whether the drug is being made naturally or being delivered by something the subjects consumed. The new research shows that mice produce the “incredible painkiller” — and that humans and other mammals possess the same chemical road map for making it, said study co-author Meinhart Zenk, who studies plant-based pharmaceuticals at the Donald Danforth Plant Science Center in St. Louis, Missouri. Disponível em: www.nationalgeographic.com. Acesso em: 27 jul. 2010.

os compostos químicos da morfina, produzidos por humanos, são manipulados no Missouri.

os ratos e os humanos possuem a mesma via metabólica para produção de morfina.

a produção de morfina em grande quantidade minimiza a dor em ratos e humanos.

os seres humanos têm uma predisposição genética para inibir a dor.

a produção de morfina é um traço incomum entre os animais.

Exams

Available at . Accessed on September 10, 2015.

170

REPRODUCTION

Ao ler a matéria publicada na National Geographic, para a realização de um trabalho escolar, um estudante descobriu que

REPRODUCTION

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

II Universidade Federal de Santa Catarina (UFSC) — Vestibular UFSC/2013

REPRODUCTION

Professor/a, espera-se que os/as estudantes percebam que a questão do ENEM se baseia em um artigo online da revista National Geographic, enquanto as questões da UFSC se baseiam em um texto adaptado de dois sites de receitas de comidas brasileiras. Ambos os textos são informativos, embora o primeiro seja mais formal que o segundo. 41 Available at . Accessed on September 10, 2015.

a Where does each text come from? What do you know about these types of publication? 171

Exams

Professor/a, espera-se que os/as estudantes percebam que os textos têm características distintas. No caso do ENEM, não há um título para o artigo, apenas uma informação sobre o autor e a data de publicação; logo, não é possível inferir o assunto do texto. Já o texto da UFSC traz o título “Churrasco: a typical food in the south of Brazil”, um parágrafo introdutório, assim como uma receita de churrasco com uma lista de ingredientes,

b What is the title of each text? Are there any subtitles or headings? What do you know about the topics? What do you think the texts are going to be about?

modo de preparo, dicas e tamanho da porção, o que indica que provavelmente o texto apresentará informações sobre essa comida.

c Are there any visual elements (graphs, pictures)? If so, what do they show? How do they relate to the topics of each text?

Respostas possíveis: No texto do ENEM, não há elementos visuais, mas no da UFSC há uma foto de carnes em espetos que pode auxiliar o candidato a inferir o significado da palavra “skewers”, além de reforçar o assunto do texto.

Follow these strategies to work with the questions from ENEM and UFSC in activity 2. Write Professor/a, na questão do ENEM, a palavra-chave é “descobriu”. O próprio enunciado the answers in your notebook. confirma a previsão de que o texto será um artigo informativo. A questão 19 da UFSC, por sua vez, pede ao/à candidato/a que escolha uma ou mais afirmativas que descrevem o que Peter fez corretamente ao preparar o churrasco, e suas palavras-chave são “follow” e “recipe”. Já a questão 20 pede a ele/ela que escolha uma ou mais opções que contenham assuntos

a Read the instructions. What does each question require you to do? Write down the

tratados no texto para completar a frase, e suas palavras-chave são “gives” e “information”.

keywords.

possíveis: ENEM: a) b Now read the alternatives and write down the keywords for each of them. Respostas morfina, produzidos, humanos, manipulados, Missouri; b) ratos, humanos, mesma via metabólica, produção, morfina; c) produção, morfina, grande quantidade,

c Read the texts attentively. Write down the keywords and important passages. Focus on what you are supposed to know in order to answer the questions. Use context, affixation, cognates minimiza, dor, ratos, humanos; d) humanos, and your general knowledge to help you with unknown words. predisposição genética, inibir, dor; e) produção,

d Eliminate the incorrect alternatives and find evidence in the text to support your answer. e Analyze the remaining alternative(s). Find evidences in the text that justify your choice(s).

together; 08) took out all the fat; 16) returned the meat to the grill after cutting; 32) covered, kept on the grill, salty liquid. UFSC (questão 20): 01) kinds of meat; 02) price, ingredients; 04) quantities, person; 08) time, stay, grill; 16) size, cuts; 32) way to serve.

Discuss: what is your opinion about the techniques you have learned? Were they more Professor/a, na questão do ENEM, espera-se que os/as estudantes percebam effective than what you were used to do? que a alternativa “a” é incorreta, pois Missouri é o estado em que Meinhart Zenk

estuda medicamentos de base vegetal, e não onde a morfina é manipulada. O texto também informa que “our bodies produce a small steady amount of natural morphine”; assim, a palavra “grande” (em oposição a “small”) elimina a alternativa “c”; enquanto as pequenas doses, mencionadas no texto, não poderiam inibir totalmente a dor e eliminam a alternativa “d”. Já a alternativa “e” menciona que “humans and other mammals possess the same chemical road map”, então a produção da morfina não poderia ser um traço incomum entre os animais. Na questão 19 da UFSC, a instrução “be sure the coals are bright before putting on the meat” já elimina a alternativa 01, pois Peter “set the fire and immediately put the meat over it”. A alternativa 02 também é incorreta, pois o texto orienta a “turn skewers frequently”, e Peter “turned the skewers only when the meat was almost ready”. A alternativa 08 também é incorreta, pois ela informa que “He took out all the fat”, mas o texto diz que “cuts with more fat are the best”. Na questão 20 da UFSC, basta procurar por números no texto (necessários para indicar preço, quantidade, tempo e tamanho). Como o único número que aparece no texto é o 1 e ele se refere a tempo (“It takes about 1 hour above the fire”.), não há informações sobre os itens mencionados nas opções 02 (price), 04 (quantities) e 16 (size), as quais são incorretas. ENEM/2013 (questão 94): B.

UFSC/2013 (questão 19): 04, 16, 32.

UFSC/2013 (questão 20): 01, 08, 32.

Open-ended questions

Compare the questions in activities 4 and 6 in this section. How are they different?

In your opinion, which are more difficult to answer: closed- or open-ended questions?

Do you remember the strategies you have learned to answer multiple-choice questions? In Professor/a, um possível raciocínio para responder às questões é: your notebook, put these steps in order. Na questão do ENEM, a alternativa “b” é correta porque o texto diz que

Professor/a, espera-se que os/as estudantes percebam que a questão da atividade 4 é fechada, com um número limitado de respostas, ao passo que as questões da atividade 6 são abertas e, portanto, devem ser respondidas de forma dissertativa, o que abre espaço para uma gama diversificada de respostas.

• Read the alternatives and write their • Analyze the remaining alternative(s).

“research shows that mice produce the ‘incredible painkiller’ — and that humans and other mammals possess the same chemical road map for making it”, de que as expressões “incredible painkiller” e “making it” keywords. 3 forma se referem à morfina e à sua produção, enquanto “the same chemical road map” se refere à mesma via metabólica; ou seja, ratos e humanos produzem morfina da mesma forma. 6 Na questão 19 da UFSC, a alternativa 04 é correta porque o texto recomenda

• Analyze the text layout and features: where does the text come from? What do you know about “make a salty liquid dissolving the salt in the water with the garlic”. As the topic? Are there any visual elements? etc. 1 ações das alternativas 16 e 32 são igualmente corretas, pois também correspondem às instruções do texto, respectivamente “Keep meat

• Read the instructions and answer: what does the question require you to do? Write down the warm on the grill while not serving.” e “baste the meat waiting on the grill with the salty liquid”. keywords. 2 Na questão 20 da UFSC, o assunto da alternativa 01 (“the kinds of meat that can be used”) é correto pois aparece

nos ingredientes do texto (“fine quality cuts of beef, lamb, veal, ribs, etc.”). As ações das alternativas 08 e 32 são igualmente corretas, pois correspondem às instruções do texto, respectivamente 5 “It takes about 1 hour above the fire.” e “Cut slices from outside”.

Exams

• Eliminate the incorrect alternatives.

• Read the text. Write down the keywords and important passages. 4 Professor/a, para responder à questão do ENEM, é necessário recorrer ao conhecimento prévio de que morfina é uma substância analgésica forte usada em casos de dor muito severa. Expressões-chave: “small steady amount”, “mice produce the ‘incredible painkiller’”, “humans and other mammals possess the same chemical road map for making it” e “studies plant-based pharmaceuticals […] in Missouri”. Também é importante compreender as palavras usadas para se referir à morfina: chemical, drug e painkiller. Quanto às questões da UFSC, não é necessário ler a introdução do texto para encontrar as respostas, pois elas se encontram na receita. Os nomes dos cortes de carne também não são relevantes. Expressões-chave: “bright before putting on the meat”, “turn […] frequently”, “make a salty liquid”, “cuts with more fat are the best”, “keep meat warm on the grill while not 172 serving” e “baste the meat waiting on the grill with the salty liquid”.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

morfina; incomum entre os animais. UFSC (questão 19): 01) immediately, over it; 02) turned the skewers, almost ready; 04) mixed,

Passo 1: O texto é uma música do cantor Bob Marley, conhecido por sua militância contra as injustiças sociais. Seu título, “War”, pode ativar algum conhecimento prévio dos/as estudantes acerca do tema, estimulando-os/as a refletir, por exemplo, sobre qual guerra Bob Marley discorre e quais opostos se enfrentam nessa guerra. Passo 2: O/A candidato/a deve marcar a alternativa que indica o propósito da música “War”. Palavras-chave:

Now follow the steps in activity 3 to answer this multiple-choice question in your notebook.

cantor, arte, alertar. Passo 3: Palavras e expressões-chave nas alternativas: A: inércia, continente africano, injustiças sociais; B: persistência, guerra, diferenças raciais e sociais; C: diferenças culturais, países africanos; D: discrepâncias sociais, moçambicanos e angolanos, ENEM/2011 causa de conflitos; E: fragilidade das diferenças raciais e sociais, justificativas, guerra. Passo 4: Palavras e expressões-chave no texto: race, superior, inferior, abandoned, war, first class and second class citizens, color of a man’s skin, ignoble and unhappy regimes, sub-human

QUESTÃO 94

War Until the philosophy which holds one race superior And another inferior Is finally and permanently discredited and abandoned, Everywhere is war — Me say war. That until there is no longer First class and second class citizens of any nation, Until the color of a man’s skin Is of no more significance than the color of his eyes — Me say war. […]

And until the ignoble and unhappy regimes that hold our brothers in Angola, in Mozambique, South Africa, sub-human bondage have been toppled, Utterly destroyed — Well, everywhere is war — Me say war. War in the east, war in the west, War upon north, war down south — War — war — Rumors of war. And until that day, the African continent will not know peace. We, Africans, will fight — we find it necessary — And we know we shall win As we are confident in the victory. […] MARLEY, B. Disponível em: http://www.sing365.com. Acesso em: 30 jun. 2011 (fragmento).

Bob Marley foi um artista popular e atraiu muitos fãs com suas canções. Ciente de sua influência social, na música War, o cantor se utiliza de sua arte para alertar sobre está errada pois ela fala sobre o início de uma guerra, ao passo A REPRODUCTION

B C D E

que o texto aborda a permanência das guerras no continente

a inércia do continente africano diante das injustiças sociais. africano, ocasionadas pelas diferenças sociais e raciais (as quais, a persistência da guerra enquanto houver diferenças raciais e sociais. ao contrário do que diz a alternativa, não são frágeis).

Passo 6: A alternativa “B” é a resposta correta, visto que ela é completa, englobando a ideia de continuidade da guerra em as discrepâncias sociais entre moçambicanos e angolanos como causa de conflitos. função das diferenças sociais a fragilidade das diferenças raciais e sociais como justificativas para o início de uma guerra. e raciais.

as acentuadas diferenças culturais entre os países africanos.

Available at . Accessed on October 2, 2015.

Professor/a, espera-se que os/as estudantes percebam que as estratégias 1, 2 e 4 da atividade 3 também podem ser utilizadas para questões abertas. Recomenda-se, então, encorajá-los/as a pensar em estratégias como: revisar o texto, checando ortografia e gramática; verificar se o registro

What about open-ended questions? Could you use any of the strategies in activity 3 to answer utilizado na resposta está adequado ou se há palavras muito informais; reler a them? What other strategies could be used? resposta para verificar se tudo o que se pedia foi abordado (para isso, pode-se usar as palavras-chave como um checklist ao completar a resposta) e se tudo o que foi respondido é pertinente à pergunta (não há problema em acrescentar informações extras, desde que elas deem suporte à resposta e sejam pertinentes à pergunta) etc. Por fim, é importante verificar se a

Consider your reflections in activity 5 to answer this está open-ended question in resposta repetitiva e se faltam your notebook. informações necessárias.

Professor/a, é importante encorajar os/as estudantes a utilizar as estratégias trabalhadas, reforçando a ideia de que, embora as respostas para esse tipo de questão sejam abertas, elas precisam estar conectadas ao texto. a) Respostas possíveis: O autor se refere à crueldade que sofreu no Ensino Médio por parte dos colegas de classe. As estratégias sugeridas anteriormente para responder à questão podem gerar as seguintes respostas: a questão apresenta um post divulgado na internet; ela não traz um título, mas se vale de alguns elementos visuais, como a falta de cores, o coração na parte inferior da imagem, o texto elaborado com recortes de papel e as variações de fonte (a palavra “killed” sublinhada e a palavra “stronger” em maiúsculas). As palavras-chave do enunciado são: experiência, autor, post. As palavras e as expressões-chave do texto são: high school classmates, cruelty, killed, thank you, stronger, I don’t hate. Espera-se que os/as estudantes percebam, (por meio do uso da expressão “high school”), que a experiência ocorreu Available at . Accessed on October 2, 2015. da presença de um coração) e que entendam o uso da palavra “classmates”, explicitando que o autor do texto endereça o recado aos colegas de classe. b) Respostas possíveis: Porque superou toda a crueldade que sofreu no Ensino Médio, tornando-se uma pessoa mais forte do que os

How are the texts in activities 4 and 6 connected to each other? How can the discussions held colegas jamais serão. As palavras-chave do enunciado são: motivo, autor, mensagem, in Unit 4 help you understand them? agradecido. É importante salientar que a comparação que o autor faz no texto é entre ele e seus colegas, e não entre ele próprio antes e depois da crueldade sofrida.

UNICAMP/2012 (questão 19): a) Ele faz referência ao fato de seus colegas de escola terem sido cruéis com ele no Ensino Médio. b) Ele se sente agradecido porque essa experiência o tornou mais forte do que seus colegas jamais serão.

Professor/a, espera-se que os/as estudantes consigam estabelecer uma conexão significativa entre os dois textos, percebendo que eles se voltam para o tema discutido na Unidade 4: identidade e diferença. Ambos abordam o tema das diferenças, defendendo, direta ou indiretamente, o respeito a elas e a busca por uma solução que combata as disparidades sociais geradas pela valorização de algumas identidades 173 em detrimento de outras.

Exams

UNICAMP/2012

REPRODUCTION

ENEM/2011 (questão 94): B.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

bondage, African continent, peace. Passo 5: A palavra que exclui a alternativa “A” é “inércia”, pois a música não trata diretamente do desenvolvimento do continente africano. Já a alternativa “C” não está correta porque ela sequer menciona a temática central da música (a guerra) e frisa apenas diferenças culturais entre os países africanos. A alternativa “D” não está correta porque, além de não abordar o tópico da guerra, focaliza somente diferenças sociais entre dois países da África, e não se refere a todo o continente. A alternativa “E” também

Language reference

Verb to be The verb to be in the present simple is used to refer to the attributes of a person or thing.

“Whether you’re broke or evergreen” “Born This Way”, Contextualization, page 9.

“I am twenty-two, colored, born in Winston-Salem.” “Theme for English B”, Contextualization, page 9. HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

When used in the present simple, the verb to be may also refer to timeless events, i.e., events that can be considered general or universal.

“There’s nothing wrong with loving who you are” “Born This Way”, Contextualization, page 9.

“That said, we know there are better ways to choose a career than just following your parents’ footsteps or choosing randomly.” “Top 10 Ways to Find Your Career Path”, Careers, page 36. Available at . Accessed on February 17, 2016.

Other verbs The present simple is used to refer to present facts and timeless events.

“The steps from the hill lead down into Harlem” “Theme for English B”, Contextualization, page 9. HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

“Styles influence how students learn, how teachers teach, and how the two interact.” Excerpt 4, Study skills, page 42. Available at . Accessed on February 17, 2016.

The present simple is also used to talk about habits and routines in the present.

“I paint myself because I am so often alone and because I am the subject I know best.” Contextualization, page 11. Available at . Accessed on January 17, 2016.

Language reference

“I keep a diary in order to enter the wonderful secrets of my life.” Contextualization, page 11. Available at . Accessed on January 17, 2016.

Other uses Besides expressing timeless events, facts and habits, the present simple (both of the verb to be and of other verbs) might also be used:

174

a to talk about fixed or scheduled events in the future (sometimes called timetable future);

“The exhibition opens next week at the Hamtramck Historical Museum […].” Available at . Accessed on January 24, 2016.

“Bowie: The Biography is out on October 1 […].” Available at . Accessed on January 24, 2016.

b in narratives (usually spoken), to describe events that took place in the past.

“The movie premieres at the Toronto Film Festival with some criticism but there is praise for the ‘charismatic’ lead actor. The trailer for the new biopic of Nelson Mandela has been released, as the film premiered at the Toronto Film Festival.” Available at . Accessed on January 24, 2016.

“And then she sees something shocking. It’s only a minute until the train moves on, but it’s enough.” Available at . Accessed on January 24, 2016.

Affirmative form Affirmative sentences in the present simple use the verb in the base form (infinitive without to).

“I love the number 13.” “Autobiography”, Reading literacy, page 15. Available at . Accessed on February 22, 2016.

However, if the subject is the third person singular (he, she or it), -s is generally added to the verb.

“[…] whenever the poet creates an ‘I’ in a text, he or she also creates a fictitious identity.” Contextualization, page 10. RÁCZ, I. Philip Larkin’s Poetics: Theory and Practice of an English Post-War Poet. Leiden/Boston: Brill/Rodopi, 2015. p. 3.

“And when the wind begins to blow, it blows the details over my face […]” Contextualization, page 11. Available at . Accessed on January 17, 2016.

a If the verb ends in o, ch, sh, ss, x, or z, -es is added to it in the third person singular.

“[…] the novel addresses both internal and external experiences of the character.” Contextualization, page 10. Available at . Accessed on January 17, 2016.

“Nonetheless, autobiography as a form goes back to Antiquity.” Available at . Accessed on January 24, 2016.

b If the verb ends in y preceded by a consonant, the y is dropped and -ies is added to it in the third person singular. If the y is preceded by a vowel, only -s is added.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

UNIT 1

Expressing attributes, timeless events, facts and habits: the present simple

“Age is just a number”, Linguistic literacy, page 26. Available at . Accessed on January 17, 2016.

“She says that during her years of work and volunteering, she never thought of what it would be like to get older.” “Seven-Day Wonder”, Linguistic literacy, page 25. Available at . Accessed on January 17, 2016.

c Some verbs have an irregular form in the present simple, such as the verbs to be — with the forms am (when the subject is I), is (when the subject is he, she or it) and are (when the subject is you, we or they) — and to have — with the form has for the third person singular.

“I’m beautiful in my way […]”

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“Born This Way”, Contextualization, page 9.

“Unfortunately the U.S. Census Bureau has a limited definition of family as well.” “The Modern Definition of Family”, Linguistic literacy, page 19. Available at . Accessed on January 17, 2016.

Negative form In negative sentences with the verb to be, not is added after am, is or are. Another possibility is using the contracted forms isn’t or aren’t instead of the last two forms instead.

“It’s not easy to know what is true for you or me” “Theme for English B”, Contextualization, page 9. HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

“I’m not afraid of being homesick and having no language to live in.” Contextualization, page 12. HAMILTON, H. The Speckled People: A Memoir of a Half-Irish Childhood. New York: HarperCollins Publishers, 2003, p. 3.

However, if the main verb is not the verb to be, an auxiliary verb is used to form negative sentences.

a If the subject is I, you, we or they, the structure is: subject + do + not (or the contracted form don’t) + main verb in the base form.

“Sometimes perhaps you don’t want to be a part of me.” “Theme for English B”, Contextualization, page 9. HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

“I don’t have a diary, I don’t write things into a diary.” Contextualization, page 11. Available at . Accessed on January 17, 2016.

b If the subject is he, she or it, the structure is: subject + does + not (or the contracted form doesn’t) + main verb in the base form (i.e., without -s).

“I guess being colored doesn’t make me not like / the same things other folks like who are other races.” “Theme for English B”, Contextualization, page 9. HUGHES, L. Theme for English B. In: RAMPERSAD, A.; ROESSEL, D. (Eds.) The Collected Poems of Langston Hughes. New York: Vintage Books, 1995, p. 409-410.

“This definition does not fully reflect the diversity and complex intricacies of families in America today.” “The Modern Definition of Family”, Linguistic literacy, page 19. Available at . Accessed on January 17, 2016.

Interrogative form In interrogative sentences with the verb to be, the subject and the verb switch positions, i.e., the verb to be comes before the subject.

“Am I really as bad-mannered, headstrong, stubborn, pushy, stupid, lazy, etc., etc., as the van Daans say I am?” Contextualization, page 12. FRANK, A. The Diary of a Young Girl: The Definitive Edition. Amsterdam: Bantam, 1997, p. 35.

“Is it just a selfie or is it art?” “Selfie vs. Self-Portrait”, Reading literacy, page 30. Available at . Accessed on January 17, 2016.

If the main verb is not the verb to be, interrogative sentences in the present simple are usually formed by placing an auxiliary verb before the subject of the sentence, which is followed by the main verb in its base form.

a If the subject is I, you, we or they, the structure is: do + subject + main verb in the base form.

“Do you like autobiographies?” Available at . Accessed on January 24, 2016.

“And yet you do meet with presidents and other world leaders. Do they listen to you?” Available at . Accessed on January 24, 2016.

b If the subject is he, she or it, the structure is: does + subject + main verb in the base form (i.e., without -s).

“In the years which have passed since that January day, many important events have taken place which have altered the world significantly: the death of Stalin, the Communist victory in China, the development of the hydrogen bomb and intercontinental missiles, the Hungarian Revolution, the trial of Eichmann, the end of the British and French colonial empires, President Kennedy’s assassination, and the ‘Negro Revolution’ in the United States, to list only a few. After such events in a world in which history now moves so quickly, does Gandhi still have any political significance? Now, with the passing of years and the opportunity for a more distant perspective, how is Gandhi to be evaluated?” Available at . Accessed on January 24, 2016.

“Does Anne Frank’s diary have genuine literary merit, or does it owe its success to the fact that Anne’s fate symbolises the millions who vanished in the Holocaust, especially children?” Available at . Accessed on January 24, 2016.

However, for wh- questions (also called content or information questions) there are two possibilities:

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Language reference

“Even when she’s not on the go, Marion busies herself on her treasured laptop computer, catching up on the latest with family and friends, and doing a little shopping […].”

question word + do/does + subject + main verb in the base form;

“Feet, what do I need you for when I have wings to fly?” Available at . Accessed on January 24, 2016.

“Why does Van Gogh’s work have such a lifelike quality?” Available at . Accessed on January 24, 2016.

b if the subject is the answer required, the structure is: question word + main verb in the present simple + complement.

“What seems the most interesting or unique?” “How to Write About Yourself”, Writing literacy, page 34. Available at . Accessed on January 17, 2016.

“What describes you the best?” “How to Write About Yourself”, Writing literacy, page 34. Available at . Accessed on January 17, 2016.

UNIT 1

Expressing present time: present simple and present progressive

The present progressive (also called present in present) is used to refer to events in progress at the moment of speaking/writing.

“I’m walking on the wall and nobody can stop me.” Contextualization, page 12. HAMILTON, H. The Speckled People: A Memoir of a Half-Irish Childhood. New York: HarperCollins Publishers, 2003, p. 3.

“Our awareness of grayness is heightened when we realize that we are looking at a painting, not a photograph, in which grayness is unavoidable and normalized.” Available at . Accessed on January 25, 2016.

It is also used to refer to temporary events in the present, which are not necessarily in progress at the moment of speaking/writing.

“Liv cannot comprehend why journalists have dogged her about the two men since the book was published here in January. She would rather talk about displaced Africans or Russian novels (she is reading a biography of Tolstoy) or about her current role in a revival of Harold Pinter’s play Old Times, set to run in London through June.” Available at . Accessed on January 25, 2016.

Language reference

“You are working on a biography of Tom Stoppard. Have you worked with the Stoppard papers in the Ransom Center’s collections?” Available at . Accessed on January 25, 2016.

Another use Besides expressing events in progress at the moment of speaking/writing and temporary events in the present, the present progressive might also be used to refer to events that have been planned or scheduled for the future.

176

“Tomorrow will be fun because after Assembly we are going to a Musica Viva concert in our theatre. We have been learning about different instruments and will be able to see some then.” Available at . Accessed on January 25, 2016.

“A growing number of elderly (and other) folk meet up fortnightly on Tuesdays from 1:30-3 for ‘Refreshment Group’ at St Thomas’ Church, Tamworth Road. (They are meeting tomorrow, 3rd Feb.)” Available at . Accessed on January 25, 2016.

Affirmative form Affirmative sentences in the present progressive have the following structure: verb to be in the present simple (am/is/are) + main verb + -ing.

“She uses her computer all the time, even when she’s watching TV.” “Age is just a number”, Linguistic literacy, page 26. Available at . Accessed on January 17, 2016.

“Remember, you’re telling us about you. The more details, the better […].” “How to Write About Yourself”, Writing literacy, page 34. Available at . Accessed on January 17, 2016.

Negative form In the negative form, not is added after am, is or are (or the contracted forms isn’t or aren’t are used instead of the last two forms).

“Because Stahl isn’t writing a biography, he is neither committed to revealing every detail of Arbuckle’s life nor worried about cutting corners.” Available at . Accessed on January 25, 2016.

“Some people have said to me ‘But when you do commissions you aren’t painting what you want to paint!’ It is all a matter of perspective.” Available at . Accessed on January 25, 2016.

Interrogative form In interrogative sentences, there is an inversion in position between the subject and the verb to be, i.e., the verb to be comes before the subject.

“What’s Velázquez’ big head doing in the shot?” “Selfie vs. Self-Portrait”, Reading literacy, page 29. Available at . Accessed on January 17, 2016.

“Or are you revealing something real and true about yourself?” “Selfie vs. Self-Portrait”, Reading literacy, page 30. Available at . Accessed on January 17, 2016.

UNIT 2

Expressing quantity: countable and uncountable nouns

Countable nouns, also called count nouns, refer to items that can be counted. They have both singular and

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

a if the subject is part of the question, the structure is:

Noun

“Several studies show that eating a pear a day reduces up to 50% [the] chance of suffering from a stroke.” Available at . Accessed on February 22, 2015. Occasional linguistic adjustments to fit standard language marked with [ ].

“Along with helping diabetics lose weight, bananas lower the risk of developing diabetes.”

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“The best way to eat a potato is in its whole, unprocessed form. […].”

uncountable noun

“We have been eating bread for hundreds of years […].”

a particular item of food

countable noun

“Small businesses are normally privately owned corporations, partnerships, or sole proprietorships.”

individual organizations that carry on a certain kind of activity

uncountable noun

“The idea behind every food tech company is basically to take the food business online.”

the activity in general; a line of work

countable noun

“People’s lives often depend on their quick reaction and competent care.”

the particular lives of different individuals

uncountable noun

“In Japan, the concept of gotai refers to the ideal of maintaining bodily intactness in life and death […].”

life in general

countable noun

“See How This Artist Recreated Famous Works of Art… With Food”

products of artistic activity

business

“Wearing a uniform is a badge of pride, creates an identity for a school and is an important part of being a school student.” Available at . Accessed on February 22, 2016.

“It turns out that eating an apple a day really does keep the doctor away — but you’ve got to eat the peel.” Available at . Accessed on December 13, 2015.

Uncountable nouns, also called mass nouns, refer to items that cannot be counted. They are used in the singular form and usually refer to materials, substances and abstract entities.

life

“With so much conflicting information out there, it is easy to become confused about healthy eating.” Available at . Accessed on December 13, 2015.

“They also may provide advice on how to lead a healthy lifestyle […].” “Occupational Outlook Handbook”, Careers, page 88. Available at . Accessed on December 13, 2015.

When they are treated as mass nouns, they can be preceded by a partitive that specifies the quantity, such as loaf of, cup of, slice of etc.

“Do you really need to drink eight cups of water a day?” Available at . Accessed on December 13, 2015.

“An ounce serving equates to one slice of bread […].” “Is Bread Bad for You and How Much is too much?”, Linguistic literacy, page 57. Available at . Accessed on December 13, 2015.

However, some nouns can be used as both countable and uncountable, with differences in meaning. In the first case, they emphasize the variety of items in a given category. In the second case, they refer to items of a certain category in general. The following chart presents some examples.

Meaning different types/ varieties of bread

bread

Available at . Accessed on December 13, 2015.

Example

“Not all breads are created equal […].”

countable noun

Available at . Accessed on December 13, 2015.

These nouns can be preceded, in the singular form, by the indefinite articles a or an. A is used before words which begin either with a consonant or a semivowel sound (such as /j/, as in “unicorn”, and /w/, as in “waterfall”). An is used before words which begin with a vowel sound. It is important to highlight that the choice of which article to use is based on sound, not spelling.

Use

work uncountable noun

“This type of stress can be caused by pushing yourself too hard to do well in school, work or after school activities.”

an occupation in general; a job or career

Excerpts from “Is Bread Bad for You and How Much is too much?”, Linguistic literacy — Expressing quantity: countable and uncountable nouns, page 57. Available at . Available at . Available at . “Occupational Outlook Handbook”, Careers, page 88. Available at . Text B, Contextualization, page 48. MILLER, B.; ESTERIK, P. V.; ESTERIK, J. V. Cultural Antrophology. 4. ed. Toronto: Pearson Education Canada, 2009, p. 164. Available at . “How to Recognize and Reduce stress”, Audio literacy – Stress and health, page 69. Available at . Accessed on February 23, 2016.

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Language reference

plural forms and usually refer to things which occur in individual units and identifiable parts of a whole.

In order to express different levels of obligation, modal auxiliaries can be used. Each one conveys a different level of obligation (or lack of it), as follows:

a Have to: expresses strong obligation, imposition. “One thing is certain, not only do we have to sleep, but it is good for your mind and body as well.” Available at . Accessed on December 24, 2015.

b Must: expresses strong obligation. “In order to have a balanced health triangle, you must be not only physically fit, but mentally and socially healthy as well.” Text C, Linguistic literacy, page 71. Available at . Accessed on December 23, 2015.

c Need to: expresses strong obligation, necessity. “All foods can be part of healthy eating — you just need to eat them in the right amounts.” Text B, Linguistic literacy, page 71. Available at . Accessed on December 23, 2015.

d Should: expresses medium obligation, suggestion or advice. Another possibility to express the same idea is by using ought to.

“You should eat fruits, vegetables and dairy foods every day […].” Text B, Linguistic literacy, page 71. Available at . Accessed on December 23, 2015.

“What Everybody Ought To Know (But Doesn’t) About Heartburn & GERD” Available at . Accessed on February 20, 2016.

e Can: expresses weak obligation, possibility or permission. Another possibility to express the same idea is by using may.

“All foods can be part of healthy eating […].” Text B, Linguistic literacy, page 71. Available at . Accessed on December 23, 2015.

“They also may provide advice on how to lead a healthy lifestyle […].” “Occupational Outlook Handbook”, Careers, page 88. Available at . Accessed on February 20, 2016.

Language reference

f Not need to: expresses lack of obligation, lack of necessity, permission not to do something.

“There is no such thing as ‘good’ foods or ‘bad’ foods, so you don’t need to cut certain foods from your diet completely.” Text B, Linguistic literacy, page 71. Available at . Accessed on December 23, 2015.

g Not have to: expresses lack of obligation, permission not to do something.

178

“Physical activity doesn’t all have to happen at the one time.” Text A, Linguistic literacy, page 71. Available at . Accessed on December 23, 2015.

h Should not (Shouldn’t): expresses medium lack of obligation, suggestion or advice on what not to do. Another modal verb that expresses the same idea is ought not to (or its contracted form oughtn’t).

“Kanwalpreet Kaur, physiotherapist […], told us about the 5 types of pain that you should not attempt to treat at home […].” Available at . Accessed on December 24, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

“Gender ought not to be construed as a stable identity or locus of agency from which various acts follow […].” Oral literacy, page 86. BUTLER, J. Gender Trouble: Feminism and the Subversion of Identity. New York/London: Routledge, 1999, p. 179.

i Must not (Mustn’t): expresses strong obligation or necessity of not doing something (prohibition). Another modal verb that expresses the same idea is cannot (or its contracted form can’t).

“EU must not let budgetary constraints damage public health” Available at . Accessed on December 24, 2015.

“However, there is no evidence to suggest that a diet that contains the correct amount of calories cannot include some carbohydrate sources, including bread.” “Is Bread Bad for You and How Much is too much?”, Linguistic literacy, page 57. Available at . Accessed on February 20, 2016.

Affirmative/Negative forms These modal auxiliaries are followed by the main verb in its base form (i.e., infinitive without to), regardless of the subject of the sentence.

“You should eat fruits, vegetables and dairy foods every day […].” Text B, Linguistic literacy, page 71. Available at . Accessed on December 23, 2015.

“If training or competing during the afternoon or evening, she should eat and drink two to three hours before each session […].” Available at . Accessed on December 24, 2015.

“5 Healthy Foods That You Shouldn’t Eat Too Much” Available at . Accessed on February 22, 2016.

“If your baby is under a year old, he shouldn’t sleep with a duvet or quilt.” Available at . Accessed on February 22, 2016.

However, when the modal auxiliary is have to or need to, it has to agree with the subject of the sentence in the

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

UNIT 2

Expressing levels of obligation: modal auxiliaries

present simple or to indicate that the sentence is in the past simple (regardless of the subject). In the negative form, the auxiliary verbs do, does or did + not (or their corresponding contracted forms) are used accordingly.

“[…] he was diagnosed with a rare metabolic disorder that means he has to eat every hour to stay healthy.” Available at . Accessed on December 24, 2015.

“I needed to eat healthier because of allergies and wanted to lose weight also.” Available at . Accessed on February 20, 2016.

“Tell your friend she doesn’t have to exercise in a gym.” Available at . Accessed on February 22, 2016.

“‘I thought I didn’t need to lose weight because I’m healthy” Available at . Accessed on February 22, 2016.

“When I first arrived in Australia at the age of 16 to go to High School for one year and live with a host family, I was completely over the moon with everything […].” “Culture Shock — A Personal Story”, Linguistic literacy, page 110. Available at . Accessed on December 26, 2015.

The past simple is often accompanied by expressions that indicate a precise moment in the past, such as yesterday, last week/month/year, in 2005 etc.

“Yesterday I read an article that talked about an incident at a California public school where some students were not allowed to wear American flag shirts during a Cinco de Mayo celebration.”

When asking questions about obligation in sentences with must, should, ought to, can, may, should not, ought not to, must not or cannot, the modal auxiliary is placed before the subject.

“Last year, she was a part of the Rwandan Culture and Communication team.” Available at . Accessed on December 26, 2015.

Affirmative form

“Should I Eat Salmon?” Available at . Accessed on December 24, 2015.

“How often must I floss my teeth?” Available at . Accessed on December 24, 2015.

However, in sentences with have to or need to, another auxiliary (do, does or did) is used to form the question.

“Did you have to go back for several follow-up visits with the surgeon?’” Available at . Accessed on February 20, 2016.

“My 13-year-old son is very active and I assume he has a high metabolism, but he […] does not seem to put on any weight. What sorts of foods does he need to eat to put on weight?” Available at . Accessed on December 24, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

Expressing past time: narratives in the construction of cultural identities

In narratives about events that have already taken place, the most common verb tenses are the past simple and the past progressive.

Past simple The past simple is used to talk about events that took place at a specific moment in the past, i.e., these events have already been concluded and no longer occur in the present.

Regular verbs have a common pattern to form the past simple: -ed is generally added to the verb.

“I developed my own little routine, learned to adapt to stress through various techniques […].” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

“After about two months, things started to feel odd.” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

a However, there are some exceptions. If the verb ends in e, only -d is added.

“[…] I lived there for three years.” Audio literacy — Race and ethnicity: deconstructing and reconstructing ideas, page 104. Source: . Accessed on December 26, 2015.

“Following those three years, I moved to my mother’s hometown, in Milan […].” Audio literacy — Race and ethnicity: deconstructing and reconstructing ideas, page 104. Source: . Accessed on December 26, 2015.

b If the verb ends in y preceded by a consonant, this y is dropped and -ied is added to it. If the final y is preceded by a vowel, only -ed is added.

“Judith Enders […] studied International Business at Maastricht University.” “Culture Shock — A Personal Story”, Linguistic literacy, page 112. Available at . Accessed on December 26, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

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Language reference

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“Culture Shock — A Personal Story”, Linguistic literacy, page 112. Available at . Accessed on December 26, 2015.

Available at . Accessed on December 26, 2015.

Interrogative form

UNIT 3

“I visited them again with my Mum, and they visited me in Europe […].”

Audio literacy, page 104. Source: . Accessed on December 26, 2015.

c If the verb ends in consonant + vowel + consonant and the last syllable is stressed, the last consonant is doubled before -ed is added.

“This process which occurred over my last few months abroad is called the ‘mastery phase’.” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

“The police officer who stopped me inquired what my ethnic origin was. When I asked why he wanted to know that, he said he was commanded by the Home Office.” Available at . Accessed on December 26, 2015.

Language reference

Irregular verbs, on the other hand, do not have a common pattern for the formation of the past simple, so each verb has its own form, as the examples in the chart show (check page 187 for more examples of irregular verbs). Base form

Past simple

was/were

become

became

bring

brought

buy

bought

choose

chose

did

get

got

give

gave

make

made

read

see

saw

send

sent

sing

sang

sleep

slept

think

thought

write

wrote

“These thoughts were of course highly unproductive and unhelpful.” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

“Differences became more apparent.” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

180

Negative form Both regular and irregular verbs (except the verb to be) form the negative in the same way, i.e., by using did not (or its contracted form didn’t) before the main verb, which returns to its base form (infinitive without to).

“[…] this feeling didn’t last forever.” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

“Well, I definitely did not feel ‘in control’ in Brazil.” “Brazilian Culture — [Visiting Brazil] and What I Learned”, Linguistic literacy, page 115. Available at . Accessed on December 26, 2015.

If the main verb of a sentence is the verb to be, the auxiliary did is not used and the negative is formed simply by adding not after was or were (or by using their corresponding contracted forms wasn’t and weren’t).

“Of course it was not like this all the time.” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

“Yes, the ancient Egyptians were African; no, they weren’t black.” Available at . Accessed on December 26, 2015.

Interrogative form Interrogative sentences in the past simple are usually formed by placing did before the subject of the sentence and using the main verb in its base form.

“Did you attend school?” Linguistic literacy, page 113. Information available at . Accessed on December 26, 2015.

“Did she decide to migrate herself?” Available at . Accessed on December 26, 2015.

However, for wh- questions (also called content or information questions) there are two possibilities:

a if the subject is part of the question, the structure is: question word + did + subject + main verb in the base form;

“Why did you choose to come to Australia?” Linguistic literacy, page 113. Information available at . Accessed on December 26, 2015.

“What did you bring with you?” Linguistic literacy, page 113. Information available at . Accessed on December 26, 2015.

b if the subject is the answer required, the structure is: question word + main verb in the past simple + complement.

“Who told you that you could define and express an identity?” Available at . Accessed on December 26, 2015.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

“[…] I stayed there until the end of high school.”

Available at . Accessed on December 26, 2015.

If the main verb of a sentence is the verb to be, the auxiliary did is not used and questions are formed by placing was or were before the subject.

“How old were you when you left?” Linguistic literacy, page 113. Information available at . Accessed on December 26, 2015.

“Was it mostly hot or cold in your country?” Linguistic literacy, page 113. Information available at . Accessed on December 26, 2015.

Past progressive

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

The past progressive (also called present in past) is used to talk about events that were in progress during a certain period of time in the past, emphasizing the idea of duration.

“[…] I was traveling to spiritual communities for my own learning and healing […].” “Brazilian Culture — [Visiting Brazil] and What I Learned”, Linguistic literacy, page 115. Available at . Accessed on December 26, 2015.

“And this time I’d like to share with you this GREAT testimonial sent to our email […] from two British girls who were visiting Brazil.” “Brazil Experience — Testimonial [from] Two British Girls”, Linguistic literacy, page 114. Available at . Accessed on December 26, 2015. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

In narratives, the past progressive can be used to provide a descriptive background to the story or to show that one event was already in progress when another took place. In this case, the second event is narrated using the past simple, whereas the first event, which was in progress, is narrated using the past progressive (usually in a clause introduced by when or while).

“I also noticed how much baggage I was carrying […].” “Brazilian Culture — [Visiting Brazil] and What I Learned”, Linguistic literacy, page 115. Available at . Accessed on December 26, 2015.

“I met thousands of Brazilians while I was living in Brazil […].” “Brazilian Culture — [Visiting Brazil] and What I Learned”, Linguistic literacy, page 115. Available at . Accessed on December 26, 2015.

Affirmative form Affirmative sentences in the past progressive are formed by the verb to be in the past simple (was/ were) + main verb + -ing.

“She knew what she was talking about, had she not seen me transform from a silent timid German who could hardly follow a conversation to an almost accent-free bicultural Australian/German?” “Culture Shock — A Personal Story”, Linguistic literacy, page 111. Available at . Accessed on December 26, 2015.

“There was always something breaking down, or plans would change, or the phone wouldn’t work, or whoever we were waiting for would be late.” “Brazilian Culture — [Visiting Brazil] and What I Learned”, Linguistic literacy, page 115. Available at . Accessed on December 26, 2015.

Negative form The negative is formed by adding not after was or were (or by using their corresponding contracted forms wasn’t or weren’t).

“I wasn’t visiting Brazil as a tourist […].” “Brazilian Culture — [Visiting Brazil] and What I Learned”, Linguistic literacy, page 115. Available at . Accessed on December 26, 2015.

“What we weren’t expecting is how much more the country has to offer.” “Brazil Experience — Testimonial [from] Two British Girls”, Linguistic literacy, page 114. Available at . Accessed on December 26, 2015.

Interrogative form The interrogative is formed by placing the verb to be before the subject.

“Was he trying to protect a universal heritage, or the remains of the city’s western identity, or — taking possibly a long shot — was he applying in space, methods of association with the deemed ‘other’ like the ones used in the colonies?” Available at . Accessed on December 27, 2015.

“Who were they protesting for and what exactly were they protesting?” Available at . Accessed on December 27, 2015.

Position of adverbs When verb phrases in the past progressive are accompanied by adverbs, these are placed between the verb to be and the main verb with -ing.

“[…] it would be as if we counted Westchester and Rockland County amongst our tourism stats (assuming people were actually visiting those places).” Available at . Accessed on February 22, 2016.

“I felt defensive because I was constantly being categorized as something I was not, and through a cultural stereotype that didn’t necessarily fit with my sense of identity. I wasn’t really fitting in at all.” Available at . Accessed on December 28, 2015.

UNIT 3

Connecting past time to present time: the present perfect

The present perfect (also called past in present) is used to talk about events that took place or began to take place in

181

Language reference

“Who helped you with your problems when you first came to Taiwan?”

“Their own unlimited generousness has been a great role model to me and has convinced me to host my own exchange student when I am older.” “Culture Shock — A Personal Story”, Linguistic literacy, page 112. Available at . Accessed on December 26, 2015.

“Out of all of the countries that we have visited so far on our travels, Brazil is the one that has really captured our hearts […].” “Brazil Experience — Testimonial [from] Two British Girls”, Linguistic literacy, page 114. Available at . Accessed on December 26, 2015.

The present perfect is often accompanied by expressions that establish a relationship between the past and the present, such as:

a Ever: expresses that an event has happened at any time up to the present; it is used both in affirmative and interrogative sentences.

“Being foodies, we were so excited to uncover what Brazil had to offer: por [quilo] restaurants (in our eyes, the best invention man has ever made) […].” “Brazil Experience — Testimonial [from] Two British Girls”, Linguistic literacy, page 114. Available at . Accessed on December 26, 2015.

“Have you ever considered why there’s not one human culture rather than many cultures?” Available at . Accessed on February 20, 2016.

b Never: expresses that an event has not happened at

“If you have been in the UK for some time but have not yet claimed asylum, you need to seek immigration advice from a legal representative.” Available at . Accessed on December 28, 2015.

f Since: expresses the starting point of an unfinished event.

“I haven’t seen my family since I first arrived in Israel in 2007, but if I leave Israeli territory, I won’t be allowed back in the country.” Available at . Accessed on December 28, 2015.

Affirmative form The structure of affirmative sentences in the present perfect is: verb to have in the present simple (have/has, depending on the subject) + main verb in the past participle. Regular verbs have the same form both for the past simple and the past participle, i.e., base form + -ed (check page 179 for more information on specific spelling rules). Irregular verbs, on the other hand, have varied forms for the past participle, which may or may not be the same as the one for the past simple, as the examples in the chart show (check page 187 for more examples of irregular verbs). Base form

Past simple

Past participle

was/were

been

become

became

become

bring

brought

buy

bought

c Already: expresses that an event happened earlier

choose

chose

chosen

than expected; it is used both in affirmative and interrogative sentences.

did

done

get

got

got/gotten

give

gave

given

make

made

read

see

saw

seen

send

sent

sing

sang

sung

d Yet: expresses that an event has not happened up to

sleep

slept

the present or up to a specified moment; it is usually used in negative sentences.

think

thought

write

wrote

written

all up to the present; it is usually used in affirmative sentences with negative meaning.

“I have never been to Thailand but would love to take a tour of everything, cuisine included.” Available at . Accessed on December 28, 2015.

“You may have already decided which museums and other places of interest you’d like to visit, but a tour can make it a little more special.” Available at . Accessed on December 28, 2015.

“Have you already encountered the other? What does this other look like?” Available at . Accessed on February 20, 2016.

Language reference

e For: expresses the duration of an event.

“We are planning a trip to Clearwater or PCB in August, but we haven’t made our minds up to which beach yet.” Available at . Accessed on December 28, 2015.

182

“Our class has studied about some of the problems that people faced in the 1900s after they immigrated to America.” Available at . Accessed on December 28, 2015.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

the past (usually at an unspecified time) and which are still happening in the present or have a strong influence on it.

“This time, we have chosen to help the Danish Refugee Council […].” Available at . Accessed on December 28, 2015.

Negative form Negative sentences in the present perfect are formed by adding not after have or has (or by using their corresponding contracted forms haven’t or hasn’t).

“This exchange program hasn’t just helped me learn the language and culture of not only Belgium but of cultures from all over the world. It also gave me the opportunity to make friends who are going through the same experiences as I am.” Available at . Accessed on December 28, 2015.

“I have not experienced culture shock yet, however I can imagine it can be serious for some people.”

“I have a dream that one day […] the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.” “I Have a Dream”, Audio literacy, page 142. Source: . Accessed on January 3, 2016. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

In affirmative and negative sentences, it is possible to use shall, instead of will, to talk about the future. However, this use is considered more formal and is not so common.

“I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low […].” “I Have a Dream”, Audio literacy, page 142. Source: . Accessed on January 3, 2016.

“[…] all flesh shall see it together.” “I Have a Dream”, Audio literacy, page 142. Source: . Accessed on January 3, 2016.

Affirmative form Interrogative form Interrogative sentences in the present perfect are formed by the following structure: (question word) + have/has + subject + main verb in the past participle.

“Have you ever thought about moving to the opposite side of the country or moving to a completely different country and starting life over?” Available at . Accessed on December 28, 2015.

“What has the government done to help the migrants?” Available at . Accessed on December 28, 2015.

UNIT 4

Expressing future time: future simple and future in present

The future simple and the future with be going to (also called future in present) may be used to talk about the future. Although they are similar in meaning, choosing between one or the other reveals whether the language user wants to focus on the uncertainty of a future event or on the fact that a prediction about the future is based on present evidence, i.e., on some degree of certainty about a future event or situation.

Future simple The future simple is used to talk about decisions made at the moment of enunciation or predictions about the future which are not based on present evidence. Therefore, it expresses a lower degree of certainty about a future event or situation than the future with going to.

“I have a dream that one day this nation will rise up and live out the true meaning of its creed […].” “I Have a Dream”, Audio literacy, page 142. Source: . Accessed on January 3, 2016.

Affirmative sentences in the future simple are formed by the following structure: will (or its contracted form ’ll) + main verb in the base form.

“When giving a speech to 8th graders, it’s important not to get esoteric — in other words, use words they will understand and appreciate.’” Part 2, Writing literacy, page 150. Available at . Accessed on January 3, 2016.

“If ‘we’ feel that way, they’ll feel the pressure to feel that way, too.” Part 3, Writing literacy, page 151. Available at . Accessed on January 3, 2016.

If an adverb is used in affirmative sentences, it comes between will or ’ll and the main verb.

“Each was sold at a year old — you will never see one of them again.” Animal Farm, Reading literacy, page 146. Available at . Accessed on January 3, 2016.

“People will automatically take notice […].” Part 2, Writing literacy, page 150. Available at . Accessed on January 3, 2016.

Negative form Negative sentences are formed by using will not (or its contracted form won’t) before the main verb in the base form.

“Some people will not buy a Japanese car because of the bombing of Pearl Harbor.” “Examples of Prejudice”, Linguistic literacy, page 139. Available at . Accessed on February 24, 2016.

“I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” “I Have a Dream”, Audio literacy, page 142. Source: . Accessed on January 3, 2016.

183

Language reference

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Available at . Accessed on December 28, 2015.

“They probably won’t say, ‘Your second point in the body of your speech was well thought-out and logical.’” Part 2, Writing literacy, page 150. Available at . Accessed on January 3, 2016.

“It is also important to note that before the easing of CubanU.S. relations, European and Canadian tourists had been visiting the island for decades. Therefore, U.S. tourists certainly will not be the answer to every LGBTQ issue on the island.” Available at . Accessed on February 24, 2016.

Interrogative form Interrogative sentences present an inversion in position between will and the subject, i.e., will comes before the subject.

“A Half-Black Japanese Beauty Queen Is Raising Eyebrows—But Will She Change Minds?” Available at . Accessed on January 10, 2016.

“Many older transgender individuals, meanwhile, […] wonder if their lives will ever be anything other than a series of transitional steps. Will they ever be able to live a life as who they really are?” Available at . Accessed on January 10, 2016. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...].

Future in present The future with be going to (also known as future in present) is used to talk about events that have been planned or scheduled for the future, as well as predictions based on present evidence. Therefore, it expresses a higher degree of certainty about a future event or situation than the future simple.

“I have a dream that, very soon, Congo is going to be an oasis of peace and development in Africa.” Writing literacy, page 149. Source: . Accessed on January 3, 2016.

“We are going to defeat xenophobia like we defeated apartheid.” Available at . Accessed on January 10, 2016.

Affirmative form

Language reference

Affirmative sentences in the future with going to present the following structure: verb to be in the present simple (am/is/are) + going to + main verb in the base form.

“I believe deeply that things are going to be different in this rich country […].” Writing literacy, page 149. Source:. Accessed on January 3, 2016.

“I have a dream that this country is going to be transformed […].” Writing literacy, page 149. Source: . Accessed on January 3, 2016.

184

Negative form In negative sentences, not is added between the verb to be and going to. It is also possible to use the contracted forms of the verb to be: isn’t (when the subject is he, she or it) or aren’t (when the subject is you, we or they).

“Suggesting that people invest in ‘not sounding black’ or adopting ‘Anglo-sounding names’ is not going to solve the underlying patterns of discrimination […].” Available at . Accessed on January 10, 2016.

“As girls get older, though, they’re often discouraged from taking part in stereotypically masculine interests. It’s not necessarily that [women] and girls are told this outright. Most people aren’t that direct; they aren’t going to say, ‘Don’t play video games. Video games are for boys.’ They discourage those behaviors in more subtle ways — by expressing surprise that a woman or girl likes a stereotypically masculine thing like […] football […] and then imply they must only be interested in it because it is appealing to boys or men.” Available at . Accessed on January 10, 2016. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with [...]. Occasional linguistic adjustments to fit standard language marked with [ ].

Interrogative form Interrogative sentences in the future with going to present an inversion in position between the verb to be and the subject, i.e., the verb to be is placed before the subject.

“Mayra & Miriam have a great challenge for us—how are we going to address issues of racism, classism, but also, how are we going to create fully accepting and embracing spaces for all students, regardless of their specific characteristics (race, immigration status, gender, sexual orientation, etc.)?” Available at . Accessed on January 10, 2016.

“How are we going to integrate immigrants into British society so that they participate fully in it, sharing and respecting its values?” Available at . Accessed on February 20, 2016.

References HALLIDAY, M. A. K.; MATTHIESSEN, C. Halliday’s Introduction to Functional Grammar. New York: Routledge, 2014. LOCK, G. Functional English Grammar: An Introduction for Second Language Teachers. Cambridge: Cambridge University Press, 1996.

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

If an adverb is used in negative sentences, it comes before will not or won’t.

Glossary ability — habilidade achievement — conquista, realização active — ativo/a activity — atividade adjustment — adaptação, ajuste adolescence — adolescência adopt — adotar adornment — adorno, enfeite advantage — vantagem advertise — anunciar, promover advertising — propaganda African-American — afroamericano/a after — depois age — idade alone — sozinho/a although — apesar de, embora American — estadunidense amino acid — aminoácido among — entre (mais de dois elementos) Anno Domini (AD) — depois de Cristo (d.C.) anthropologist — antropólogo/a Anthropology — Antropologia anxiety — ansiedade any — algum/a, qualquer appearance — aparência apple — maçã aptitude — aptidão archery — tiro com arco (esporte) archivist — arquivista argue — argumentar Armenian — armênio/a arrive — chegar article — artigo artistic — artístico/a aspect — aspecto assistant — assistente athletic trainer — preparador/a físico/a athletics — atletismo attitude — atitude, postura attractive — atraente attribute — atributo, característica, qualidade aunt — tia Austrian — austríaco/a autobiographical — autobiográfico/a autobiography — autobiografia awareness — consciência awkward — constrangedor/a, embaraçoso/a

B background — experiência, origem, passado bad-mannered — grosseiro/a, rude banana — banana bang — bater, batucar be — estar; ser be born — nascer beach soccer — futebol de areia bean — feijão beautiful — belo/a, bonito/a beauty — beleza become — tornar-se beef — carne bovina beet — beterraba before — antes behavior — comportamento belief — crença belong — pertencer belonging — pertencimento best — o/a melhor between — entre (dois elementos) bi(sexual) — bissexual big — grande biography — biografia black — negro/a, preto/a body — corpo border — fronteira bottle — garrafa brag — gabar-se braggy — arrogante, esnobe brave — corajoso/a, valente bread — pão breakout — estouro, sucesso

breast — peito British — britânico/a broke — falido/a, sem dinheiro brother — irmão bullied — vítima de bullying busy — ocupado/a butter — manteiga

C cabbage — repolho cake — bolo can — lata; poder, ser capaz de capture — capturar, prender carb/carbohydrate — carboidrato career — carreira career path — trajetória profissional carry — carregar cassava — mandioca caste — casta (social) Caucasian — caucasiano/a cereal — cereal challenge — desafio cheese — queijo chestnut brown — castanho/a avermelhado/a chicken — frango childhood — infância Chinese — chinês/chinesa chip — batata frita Chola — mulher latina com sangue indígena choose — escolher, selecionar chubby — gorducho/a citizen — cidadão/cidadã clarify — esclarecer class — classe clothes — roupas, vestimentas coconut — coco coffee — café cole — tipo de couve colored — negro/a (pejorativo) concept — conceito convince — convencer cookie — biscoito, bolacha cool — descolado/a, legal corn — milho cornmeal — fubá counterculture — contracultura courteous — cortês, educado/a couscous — cuscuz cousin — primo/a creed — crença cultural — cultural culture — cultura cup — xícara custom — costume

D dairy — laticínio Danish — dinamarquês/dinamarquesa daughter — filha deal — dividir, repartir deal with — lidar com delicate — delicado/a dentist — dentista descent — descendência develop — desenvolver diary — diário dietitian — dieteta different — diferente discrimination — discriminação discuss — debater, discutir disease — doença disgusting — nojento/a dislike — antipatia, aversão distinction — distinção dominant — dominante down-to-earth — com os pés no chão, realista draft — rascunho draw — atrair, chamar a atenção; desenhar drawing — desenho dream — sonho; sonhar dressing — molho Dutch — holandês/holandesa dynamic — dinâmico/a

E eat — comer eccentric — excêntrico/a Economics — Economia economist — economista effort — esforço eggplant — berinjela elderly — idoso/a emotional — emocional empower — empoderar encourage — encorajar, estimular enhance — aumentar, realçar enjoy — aproveitar enough — suficiente essay — ensaio, texto dissertativo ethnicity — etnia event — evento evergreen — bem-sucedido/a, popular excerpt — excerto, trecho excited — empolgado/a, entusiasmado/a exercise — exercício; exercitar(-se) expect — esperar expectation — expectativa experience — experiência; vivenciar exploitation — exploração

F face — face, rosto; enfrentar famed — famoso/a family — família family tree — árvore genealógica fasting — jejum fat — gordura father — pai fatty acid — ácido graxo feel — sentir fictional — fictício/a Filipino — filipino/a Finnish — finlandês/finlandesa finish — terminar first — primeiro/a fish — peixe flour — farinha folk — folclórico/a, popular forecast — previsão foreign — estrangeiro/a freak — esquisito/a, excêntrico/a free — livre French — francês/francesa friendly — amigável fruit — fruta frustrated — frustrado/a fulfillment — realização, satisfação further — mais adiante, mais a fundo futsal — futebol de salão

G gammon — tender (comida) gender — gênero (sexual) generousness — generosidade geographer — geógrafo/a Geography — Geografia German — alemão/alemã get ahead — progredir ginger — ruivo/a glucose — glicose go — ir good — bom/boa grain — grão grandfather — avô grandmother — avó great — grande; ótimo great-grandfather — bisavô great-grandmother — bisavó great-great-grandfather — tataravô green — verde ground meat — carne moída grow — crescer; cultivar grown up — adulto/a growth — crescimento

Glossary

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

185

habit — hábito hairstyle — corte de cabelo; penteado harmful — prejudicial have — ter headstrong — obstinado/a, teimoso/a health — saúde healthcare — assistência médica/sistema de saúde healthy — saudável heterogeneous — heterogêneo/a high — alto/a historian — historiador/a History — História homesick — saudoso/a de casa (pátria, família) hometown — cidade natal homogeneous — homogêneo/a honeymoon — lua de mel humble — humilde, modesto/a

mainstream — de corrente predominante majority — maioria make — fazer mango — manga (fruta) many — muitos/as mass media — comunicação de massa meal — refeição mean — significado; significar meat — carne medical — médico/a melon — melão mental — mental Mexican — mexicano/a milk — leite mind — mente modern — moderno/a Mongolian — mongol mother — mãe motto — lema; mote move — mover(-se), mudar-se much — bastante, muito/a museologist — museólogo/a museum — museu

I identity — identidade image — imagem impact — impacto; atingir, impactar important — importante in fact — na verdade indeed — de fato, realmente inequality — desigualdade infer — deduzir, inferir influential — influente inhabitant — habitante innate — inato/a, inerente instead — em vez de interest — interesse international — internacional introduce — apresentar(-se) Irish — irlandês/irlandesa irregardless — independentemente issue — problema, questão

J jam — geleia Japanese — japonês/japonesa journey — jornada, viagem

K keep — manter know — conhecer; saber knowledge — conhecimento Korean — coreano/a

Glossary

L laboratory — laboratório lack — falta; faltar, ser desprovido/a de language — língua, linguagem last — último/a; durar late — atrasado/a; falecido/a laugh — rir lazy — preguiçoso/a leaf — folha learn — aprender Lebanese — libanês/libanesa leg — perna leisure — lazer lentil — lentilha lesbian — lésbica letter — carta lettuce — alface librarian — bibliotecário/a lifestyle — estilo de vida like — gosto, preferência; gostar; como listen — escutar literacy — letramento live — morar, viver liver — fígado loaf — filão (de pão) low — baixo/a loyalty — lealdade lucky — sortudo/a lucky dog — felizardo/a

186

N narcissistic — narcisista narrow — estreitar, reduzir nationality — nacionalidade Native American — indígena estadunidense need — necessidade; precisar nice — agradável, legal notebook — caderno nurse — enfermeiro/a nutritionist — nutricionista

O obsessed — obcecado/a occupation — profissão occupational therapist — terapeuta ocupacional occur — acontecer, ocorrer oil — óleo okra — quiabo old — velho/a omelet — omelete onion — cebola orange — laranja Orient — Oriente origin — origem outcast — excluído/a, rejeitado/a

P painting — pintura, quadro Pakistani — paquistanês/paquistanesa papaya — mamão paramedic — paramédico/a parent — mãe ou pai participate — participar passion — paixão pasta — massa pattern — padrão Persian — persa person — pessoa personal — pessoal personality — personalidade pet — animal de estimação pharmacist — farmacêutico/a pharmacy — farmácia phenotype — fenótipo physical — físico/a Physical Education (P.E.) — Educação Física physical therapist — fisioterapeuta physician — médico/a piece — pedaço pineapple — abacaxi poem — poema point of view — ponto de vista political — político/a Political Science — Ciências Políticas popular — popular populate — popular, povoar

portrait — retrato portray — retratar potato — batata powerful — forte, poderoso/a prayer — oração prediction — previsão prejudice — preconceito producer — produtor/a promoter — promotor/a protein — proteína proud — orgulhoso/a prune — ameixa seca pumpkin — abóbora purpose — finalidade, propósito pursue — seguir pushy — insistente

Q quote — citação

R race — raça radiant — radiante radiologic — radiológico/a recognition — reconhecimento recreational — recreativo/a regarding — no que diz respeito a, referente a, sobre reinforce — reforçar relationship — relação, relacionamento religious — religioso/a remark — comentar, observar research — pesquisa; pesquisar researcher — pesquisador/a resource — recurso respiratory — respiratório/a reward — recompensa rice — arroz royal — real (de realeza)

S salad — salada sautéed — refogado/a scared — assustado/a scientist — cientista Scottish — escocês/escocesa see — ver self-esteem — autoestima self-portrait — autorretrato sexuality — sexualidade sexually transmitted disease (STD) — doença sexualmente transmissível (DST) shape — forma, formato; modelar share — compartilhar, dividir shock — choque shocked — chocado/a, surpreso/a sibling — irmão/irmã silhouette — silhueta skill — habilidade, técnica slice — fatia small — pequeno/a soap — sabão, sabonete soccer — futebol sociologist — sociólogo/a Sociology — Sociologia some — alguns/algumas, um pouco de son — filho soup — sopa sovereign — soberano/a Spanish — espanhol/a spear toss — arremesso de lança special — especial speech — discurso speech-language pathologist — fonoaudiólogo/a spiritual — espiritual starch — amido start — começar, iniciar stay — ficar, permanecer stereotype — estereótipo straight — heterossexual; reto/a; em seguida straighten — alisar; arrumar strike a balance — estabelecer um equilíbrio

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

strong — forte stubborn — cabeça-dura, teimoso/a study — estudar stupid — estúpido/a, tolo/a style — estilo stylization — estilização stylized — estilizado/a subculture — subcultura suddenly — de repente suffer — sofrer sugar — açúcar supersede — substituir, suplantar surgical technologist — instrumentador/a cirúrgico/a sweet — doce swimming — natação

thin — magro/a think — pensar thrilled — empolgado/a, entusiasmado/a timeless — atemporal toast — torrada toiletry — artigos de higiene pessoal tomato — tomate touch — toque; tocar toward(s) — em direção a; em relação a traditional canoeing — canoagem tradicional transgender — transgênero travel — viajar tree-trunk relay race — corrida de revezamento com tronco de árvore trip — viagem troublesome — incômodo/a, preocupante true — verdadeiro/a trustworthy — confiável tug-of-war — cabo de guerra

table tennis — tênis de mesa tablespoon — colher de sopa talented — talentoso/a teased — provocado/a tech savvy — que tem habilidades com tecnologia technician — técnico/a technologist — tecnólogo/a tenuously — tenuamente testimonial — depoimento therapist — terapeuta there be — existir

U ugly — feio/a uncle — tio understand — compreender, entender unique — excepcional, único/a unpleasant — desagradável unwritten — em branco, não escrito/a useful — útil usually — normalmente

vegetable — legume, vegetal Vietnamese — vietnamita visit — visitar volleyball — vôlei

W wait — esperar want — querer waste — desperdiçar weak — fraco/a well-being — bem-estar well-connected — bem relacionado/a white — branco/a whole wheat bread — pão integral within — dentro work — trabalho; funcionar; trabalhar worthy — digno/a, merecedor/a wrestling — luta livre write down — anotar wrong — errado/a

Y young — jovem

Z zucchini — abobrinha

Irregular verb list Base form

Past simple

Past participle

Translation

be beat

was, were

been

estar; ser

beat

beaten

bater; superar; derrotar, vencer

become begin

became

become

tornar-se

began

begun

começar

bet blow

bet

apostar

blew

blown

soprar

break bring

broke

broken

quebrar

brought

trazer

build

built

construir

buy

bought

comprar

catch choose

caught

capturar, pegar

chose

chosen

escolher

come

came

come

vir

cut

cortar

deal

dealt

dividir, repartir; lidar; negociar, tratar

do draw

did

done

fazer

drew

drawn

atrair, chamar a atenção; desenhar

dream

dreamt/dreamed

sonhar

drink

drank

drunk

beber

drive

drove

driven

dirigir

eat fall

ate

eaten

comer

fell

fallen

cair

feel

felt

sentir

fight

fought

brigar; lutar

find

found

encontrar

187

Glossary/Irregular verb list

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Irregular verb list

fit

forget

forgot

forgotten

esquecer

get give go

got

got/gotten

adquirir; conseguir, obter; receber

gave

given

dar

went

gone

grow

grew

grown

crescer; cultivar

have

had

ter

hear

heard

ouvir

hide

hid

hid/hidden

esconder, ocultar

hold keep

held

abraçar; segurar

kept

manter

know

knew

known

conhecer; saber

lay

laid

colocar, pôr; deitar

lead

led

comandar, conduzir; levar

learn

learnt/learned

aprender

leave

left

abandonar, deixar

let

deixar, permitir

lose

lost

perder

make

made

fazer

mean

meant

significar

meet

met

conhecer; encontrar

misunderstand

misunderstood

entender/interpretar mal

overcome

overcame

overcome

superar

pay

paid

pagar

put

colocar

read

ler

rise

rose

risen

erguer, levantar

run

ran

run

correr

say

said

dizer

see

saw

seen

ver

seek

sought

buscar obter, objetivar

send

sent

set

shake

shook

shaken

enviar ajustar, marcar, pôr em determinada condição sacudir

shine

shone

brilhar, reluzir

show

showed

shown/showed

apresentar, mostrar

sing

sang

sung

cantar

sit

sat

sentar dormir

sleep

slept

speak

spoke

spoken

falar

spend

spent

gastar (dinheiro); passar (tempo)

spread

espalhar

stand

stood

estar em pé; suportar

steal

stole

stolen

roubar

strive

strove

striven

esforçar-se, lutar

swim

swam

swum

nadar

take

took

taken

pegar

teach

taught

ensinar

tell

told

contar, relatar

think

thought

achar, pensar

throw

threw

thrown

arremessar, jogar

understand

understood

compreender, entender

wear

wore

worn

usar, vestir; gastar

win

won

ganhar

write

wrote

written

escrever

188

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

ajustar; caber; servir

Transcript

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Track 4 — Pages 69, 70 Narrator

Thalia

What causes drama is that, when you go out with a boy, you always know that somebody likes that boy. […] They come up to you and say “Oh, you have my man.”, “Oh, you have my girl.”, “We’re gonna fight over this.”, “I’m gonna start saying all this about you.”

Narrator

Tim

So, really trying to find those times where I can just take a little step back from all the pressure and the stress, that… that really helps. And so I try to do that as much as possible.

Narrator

Lydia

“It’s all gonna happen.”, “It’s gonna be OK.”, “You just have to… take it as it comes, you know, roll with the punches.”

Extract from the audio available at . Accessed on August 15, 2015.

Narrator

Will

Some of the stress I feel in my life is… maybe comes from school, or my parents… I get into a few arguments with my parents.

Track 6 — Page 74 Narrator

Most teens are familiar with stress coming from high school social life.

Narrator

Finn

Teen 1

Finn

School is pretty stressful. Tests and quizzes and homework and studying and all this and all that…

It’s like a pressure, like, you have to be a certain way, you have to join the cheerleading squad, or wear these jeans, or wear that make-up.

Narrator

Kayla

Narrator

Pressure to fit in can cause stress on most teens.

Kayla

Mainly I worry about my grades. Uh… I don’t really like having bad grades, like if I get a “C” or a “D”, uh… that really upsets me.

Teen 2

Sometimes, some people are trying to be somebody they are not just to be what that person wants you to be. That can be [really] hard on you.

Narrator

Charlie

Teen 3

Charlie

What’s hard about high school is, you know, eighth grade, it’s… they’re kind of just easy on you. And then you go into ninth, tenth, eleventh and twelfth and they get harder on you, and they’re getting harder on you because you need to go to college.

There are so many people that worry about “what is this person gonna think of me?”, “what is that person gonna think of me?”.

Narrator

Pressure to fit in can include pressure to look a certain way, and most teens know this can be stressful.

Teen 4

Most girls think that they are supposed to be skinny and look beautiful… or how the media thinks you are supposed to look.

Teen 5

Media tells kids that you have to be perfect, you have to, you know, have the perfect body, wear the right kind of clothes or right brands.

Teen 6

Society is really obsessed with being skinny.

Teen 7

Lot of times, it comes from television or from magazines.

Teen 8

Girls have kind of a standard that they feel like they need to live up to.

Teen 7

And they see what celebrities look like or they see what, you know, models look like and such… (Oh yeah!) They think that they should look just like that.

Narrator

The problem is, if a teenager focuses all the energy it takes to achieve a perfect look every day, it can create tremendous stress in all aspects of the teen’s life.

Teen 3

These days, the girls are so into how they look and what other people think of how they look that I wouldn’t be surprised if half the people in the school had problems with their nutrition and stuff like that.

Narrator

Tim

There’s definitely some pressure and stress in my life, uh… with trying to balance so many different activities and the academics and everything.

Narrator

Lydia

Senior year, I’m in a giant pool of stress because I’ve got to figure out everything that’s gonna happen next year, moving on in my life… and… kinda… sometimes I just need to step back from it and, you know, sit down, and think to myself, “OK”.

Extract from the audio available at . Accessed on August 15, 2015.

Track 5 — Page 70 Narrator

Will

Music does help me with my stress.

Narrator

Kayla

I like to be by myself when I’m upset.

Narrator

Finn

Playing the drums is a… a huge escape. Uh… it gets a lot of anger out and it’s physically exercising. It’s… it’s just really fun, you get to hit things and make loud noises.

189

Transcript

UNIT 2

Narrator

Start by accepting the way you look. But if you want to improve a certain aspect of your appearance, set realistic goals you can take slowly.

cultural component that people share and has been developed as an identity over time. Extract from the audio available at . Accessed on September 15, 2015.

Extract from the audio available at . Accessed on September 8, 2015.

Dr. Charles Hirschman

UNIT 3 Track 7 — Page 102 Narrator

Race is a…

Dr. Stephanie Sears

Sociohistorical concept that was created to sort of identify relationships of power and attach meaning to certain bodies, so that… First thing we have to really think about and understand about race is that it is a historical concept, it’s not something that’s been with us since the beginning of time; it’s something that was fundamentally created during colonization, um, as a way to exploit people. Really, and the easiest way to exploit people is to come up with some sort of identifier that separated “us” and “them”, which allowed folks, then, to exploit the “thems”.

Narrator

Ethnicity is…

Dr. Stephanie Sears

A group of people who share a common history, a common language, a common culture… So that ethnicity really is that

Race is usually thought to be a physical trait and ethnicity is thought to be a cultural trait. But that is… they sort of slide in the… each other. A century ago, the Irish were thought to be a race, the Jewish were thought to be a race. At the present time, we’re aware of Middle-Easterners. You know, they’re clearly a group that feels a great sense of identity and sometimes oppression, but they are not necessarily recognizable by others. The other point is that there’s a lot of people within any category that we would think of as being defined by their physical type, whether African-American, Hispanic or Asian, for whom the heterogeneity, the range of physical appearance is quite, quite broad. So particularly people who had mixed ancestry, it’s not at all clear, you know, by sight, who they are. So usually we ask “Who do you identify with yourself?” and we take that as sort of the response that we analyze. Extract from the audio available at . Accessed on September 15, 2015.

Transcript/Track list

Track list

190

Track

Unit

Activity

Page

Introduction

5, 6

69, 70

102

143

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

Track 8 — Page 102

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Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

. Ministério da Educação. Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais — terceiro e quarto ciclos do Ensino Fundamental: língua estrangeira. Brasília, 1998. Disponível em . Acesso em 7 de março de 2016. . Ministério da Saúde. Secretaria de Atenção à Saúde. Departamento de Atenção Básica. Alimentos regionais brasileiros. 2. ed. Brasília, 2015. Disponível em . Acesso em 25 de fevereiro de 2016. BROWN, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy. 3. ed. Londres: Longman, 2007. BRUNER, J. Making Stories: Law, Literature, Life. Cambridge: Harvard University Press, 2003. CANDAU, V. Direitos humanos, educação e interculturalidade: as tensões entre igualdade e diferença. Revista Brasileira de Educação, v. 13, n. 17, p. 45-56, jan./abr. 2008. CERVETTI, G.; PARDALES, M. J.; DAMICO, J. S. A Tale of Differences: Comparing the Traditions, Perspectives, and Educational Goals of Critical Reading and Critical Literacy. Reading Online, v. 4, n. 9, abril 2001.

MATTHIESSEN, C. M. I. M.; TERUYA, K.; LAM, M. Key Terms in Systemic Functional Linguistics. Londres: Continuum, 2010. McCLINTOCK, A. Soft-Soaping Empire. In: Imperial Leather: Race, Gender and Sexuality. Nova York/Londres: Routledge, 1995. MOITA LOPES, L. P. Ensino de inglês como espaço de embates culturais e de políticas da diferença. In: GIMENEZ, T.; JORDÃO, C.; ANDREOTTI, V. (Orgs.) Perspectivas educacionais e o ensino de inglês na escola pública. Pelotas: Educat, 2005, p. 49-67. . A nova ordem mundial, os Parâmetros Curriculares Nacionais e o ensino de inglês no Brasil: a base intelectual para uma ação política. In: BARBARA, L.; RAMOS, R. (Orgs.) Reflexão e ações no ensino-aprendizagem de línguas. Campinas: Mercado de Letras, 2003. ; CABRAL BASTOS, L. (Orgs.). Para além da identidade: fluxos, movimentos e trânsitos. Belo Horizonte: Editora UFMG, 2010. MUSPRATT, S.; LUKE, A.; FREEBODY, P. (Eds.) Constructing Critical Literacies: Teaching and Learning Textual Practice. Nova York: Hampton Press, 1997. NICOLAIDES, C.; TILIO, R. O material didático na promoção da aprendizagem autônoma de línguas por meio do letramento crítico. In: SZUNDY, P.; ARAÚJO, J.; NICOLAIDES, C.; SILVA, K. (Orgs.) Linguística aplicada e sociedade: ensino e aprendizagem de línguas no contexto brasileiro. Campinas: Pontes, 2011, p. 175-196. OXFORD, R. L. Toward a More Systematic Model of L2 Learner Autonomy. In: PALFREYMAN, D.; SMITH, R. C. (Eds.) Learner Autonomy across Cultures: Language Education Perspectives. Hampshire: Macmillan, 2003, p. 75-91. RAJAGOPALAN, K. A geopolítica da língua inglesa e seus reflexos no Brasil: por uma política prudente e propositiva. In: LACOSTE, Y.; RAJAGOPALAN, K. (Orgs.) A geopolítica do inglês. São Paulo: Parábola Editorial, 2005a, p. 135-159. . O grande desafio: aprender a dominar a língua inglesa sem ser dominado por ela. In: GIMENEZ, T.; JORDÃO, C.; ANDREOTTI, V. (Orgs.) Perspectivas educacionais e o ensino de inglês na escola pública. Pelotas: Educat, 2005b, p. 37-48. ROJO, R. H. R.; MOITA LOPES, L. P. Linguagens, códigos e suas tecnologias. In: BRASIL. Ministério da Educação. Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio. Brasília, 2004, p. 14-59. SANTOS, M. Por uma outra globalização: do pensamento único à consciência universal. Rio de Janeiro: Record, 2000.

COPE, B.; KALANTZIS, M. (Eds.) Multiliteracies: Literacy Learning and the Design of Social Futures. Londres/Nova York: Routledge, 2000.

SCHMIDT, R. W. The Role of Consciousness in Second Language Learning. Applied Linguistics, v. 11, n. 2, 1990, p. 129-58.

CRYSTAL, D. The Cambridge Encyclopedia of the English Language. 2. ed. Cambridge: Cambridge University Press, 2003.

SCHMITZ, J. Some Remarks on the Notions “Interdisciplinarity” and “Transdisciplinarity” in Applied Linguistics and in Other Fields: Interdisciplinary Studies (IS) and Transdisciplinary Research (TR). In: VIAN JR., O.; CALTABIANO, C. (Orgs.) Língua(gem) e suas múltiplas faces: estudos em homenagem a Leila Barbara. Campinas: Mercado de Letras, 2013.

DOWNING, A.; LOCKE, P. English Grammar: A University Course. 2. ed. Londres/Nova York: Routledge, 2006. ELLIS, R. Second Language Acquisition Research and Language Teaching Materials. In: HARWOOD, N. (Ed.) English Language Teaching Materials: Theory & Practice. Cambridge: Cambridge University Press, 2010. ERIKSEN, T. H. [1995]. Small Places, Large Issues: An Introduction to Social and Cultural Anthropology. 2. ed. Londres: Pluto Press, 2001. FAIRCLOUGH, N. Discourse and Social Change. Cambridge: Polity Press, 1992. HALLIDAY, M. A. K.; BURNS, A. Applied Linguistics: Thematic Pursuits or Disciplinary Moorings? A Conversation between Michael Halliday and Anne Burns. Journal of Applied Linguistics, v. 3, n. 1, 2008, p. 113-128. HALLIDAY, M. A. K.; HASAN, R. Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: Oxford University Press, 1985. HALLIDAY, M. A. K.; MATTHIESSEN, C. Halliday’s Introduction to Functional Grammar. 4. ed. Londres/Nova York: Routledge, 2014.

SCHNEUWLY, B. [1994]. Gêneros e tipos de discurso: considerações psicológicas e ontogenéticas. In: SCHNEUWLY, B.; DOLZ, J. Gêneros orais e escritos na escola. 2. ed. Campinas: Mercado de Letras, 2010, p. 21-39. SEIDLHOFER, B. Understanding English as a Lingua Franca. Oxford: Oxford University Press, 2011. TERRA, M. R. Língua materna (LM): um recurso mediacional importante na sala de aula de aprendizagem de língua estrangeira (LE). Trabalhos em Linguística Aplicada, Campinas, v. 43, n. 1, 2004, p. 97-113. THE NEW LONDON GROUP. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, v. 66, n. 1, primavera 1996, p. 60-92 [reimpresso em COPE, B.; KALANTZIS, M. Multiliteracies: Literacy Learning and the Design of Social Futures. Londres/Nova York: Routledge, 2000].

JUDD, E. L.; TAN, L.; WALBERG, H. J. Teaching Additional Languages. Bellegarde: Sadag, 2001. Disponível em . Acesso em 9 de março de 2016.

TILIO, R. Língua estrangeira moderna na escola pública: possibilidades e desafios. Educação & Realidade, Porto Alegre, v. 39, n. 3, jul./set. 2014, p. 925-944. Disponível em . Acesso em 7 de março de 2016.

KALANTZIS, M.; COPE, B. Literacies. Cambridge: Cambridge University Press, 2012.

VYGOTSKY, L. S. [1978]. A formação social da mente. 6. ed. São Paulo: Martins Fontes, 1998.

KIMMEL, M. Manhood in America: A Cultural History. 1. ed. Nova York: Free Press, 1996.

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LOCK, G. Functional English Grammar. Cambridge: Cambridge University Press, 1996.

WARSCHAUER, M. Technology and Social Inclusion: Rethinking the Digital Divide. Cambridge: MIT Press, 2003.

MARCUSCHI, L. A. Produção textual, análise de gêneros e compreensão. São Paulo: Parábola Editorial, 2008.

WIDDOWSON, H. G. Aspects of Language Teaching. Oxford: Oxford University Press, 1990.

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References

BAKHTIN, M. [1952]. Estética da criação verbal. 3. ed. São Paulo: Martins Fontes, 2003.

Sugestões culturais

The Speckled People: A Memoir of a Half-Irish Childhood, de Hugo Hamilton Neste relato, Hugo Hamilton narra memórias de sua infância em Dublin, Irlanda. Filho de mãe alemã e pai irlandês, o garoto vive o conflito do não lugar e da não língua por não se identificar com as outras pessoas de seu contexto. Seu pai, participante do movimento nacionalista irlandês, não permite que os filhos falem inglês dentro de casa, língua essa considerada por ele como “do invasor”. Simultaneamente, uma vez que as consequências do nazismo ainda são muito recentes, Hamilton sofre preconceito de outras crianças de sua idade. (HAMILTON, H. The Speckled People: A Memoir of a Half-Irish Childhood. Nova York: HarperCollins Publishers, 2003.)

The Diary of a Young Girl: The Definitive Edition, de Anne Frank Diário escrito pela adolescente Annelies Marie Frank — mais conhecida como Anne Frank —, que viveu dois anos de sua vida escondida em um pequeno espaço anexo ao escritório de seu pai, com sua família e outros judeus, durante a ocupação nazista dos Países Baixos na primeira metade do século XX. Ela narra seu cotidiano antes do confinamento e fatos que aconteceram com ela e com seus companheiros dentro do esconderijo. (FRANK, A. The Diary of a Young Girl: The Definitive Edition. Amsterdam: Bantam, 1997.)

I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban, de Malala Yousafzai História da jovem paquistanesa vencedora do Prêmio Nobel da Paz em 2014, que, após ver a região onde morava ser tomada pelo Talibã, lutou por seu direito à educação, tornando-se alvo do movimento e sendo atingida por um tiro na cabeça quando voltava da escola. Por conta disso, ela se tornou símbolo mundial de protesto pacífico. Neste relato, Malala fala sobre seus primeiros anos de vida, a desigualdade social que assola sua região, o que é viver sob o comando (mesmo que indireto) do Talibã, sua vida em uma família exilada pelo terrorismo, sua luta pelo direito da mulher à educação e os obstáculos relacionados à valorização de sua figura em uma sociedade patriarcal. (YOUSAFZAI, M. I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban. Londres: Little, Brown and Company, 2013.)

UNIT 2 Alimentos regionais brasileiros, do Ministério da Saúde Material publicado pelo Ministério da Saúde brasileiro com o objetivo de fomentar a educação alimentar e nutricional. Para isso, divulga a variedade existente de alimentos em todas as regiões do país e orienta seu uso em preparações culinárias, buscando resgatar, valorizar e fortalecer a cultura alimentar brasileira.

Sugestões culturais

(BRASIL. Ministério da Saúde. Secretaria de Atenção à Saúde. Departamento de Atenção Básica. Alimentos regionais brasileiros. 2. ed. Brasília, 2015. Disponível em . Acesso em 25 de fevereiro de 2016.)

Gender Trouble: Feminism and the Subversion of Identity, de Judith Butler Neste livro, Judith Butler trabalha questões de gênero e sexualidade dentro de uma perspectiva não essencialista, ou seja, partindo do pressuposto de que as identidades não são dadas ou predeterminadas, mas construídas socialmente ao longo da vida dos indivíduos. (BUTLER, J. Gender Trouble: Feminism and the Subversion of Identity. Nova York/Londres: Routledge, 1999.)

The Lesbian and Gay Studies Reader, organizado por Henry Abelove, Michèle Aina Barale e David M. Halperin Também envolvendo a temática de gênero e sexualidade, este livro introduz o/a leitor/a no assunto por meio de 42 ensaios de estudiosos renomados que abordam temas necessários ao estudo do assunto, como questões sexuais, étnicas, raciais e socioeconômicas. (ABELOVE, H.; BARALE, M. A.; HALPERIN, D. M. (Eds.) The Lesbian and Gay Studies Reader. Nova York/Londres: Routledge, 1993.)

UNIT 3 “Declaração universal sobre a diversidade cultural”, da Organização das Nações Unidas para a Educação, a Ciência e a Cultura Documento da UNESCO que valoriza a diversidade cultural — sem atribuir qualquer tipo de juízo de valor — e garante que ela é intrínseca à dignidade humana (e, portanto, integrante dos direitos humanos). (UNESCO. Declaração universal sobre a diversidade cultural. 2001. Disponível em . Acesso em 3 de março de 2016.)

Cultura: um conceito antropológico, de Roque de Barros Laraia Livro introdutório que aborda a cultura por um viés antropológico, considerando toda a sua complexidade e diversidade. (LARAIA, R. de B. Cultura: um conceito antropológico. 21. ed. Rio de Janeiro: Zahar, 2007.)

UNIT 4 Animal Farm: A Fairy Story, de George Orwell O livro traz uma crítica aos rumos tomados pela Revolução Russa ao narrar a história de animais de uma fazenda que se revoltam contra os seres humanos por se sentirem explorados. Eles buscam criar uma sociedade igualitária que, no entanto, acaba se revelando semelhante à ditadura que criticavam, em virtude de mudanças superficiais na estrutura da sociedade e do desejo de poder, que resultou no estabelecimento de outra ditadura. (ORWELL, G. Animal Farm: A Fairy Story. Londres: 1945.)

A autobiografia de Martin Luther King, de Clayborne Carson

Neste livro, Sean Covey traz cartuns, citações e testemunhos que visam discutir não apenas como adolescentes podem se tornar mais independentes e bem-sucedidos por meio do fortalecimento de sua autoestima, mas também a importância de planejar e priorizar atividades e responsabilidades diárias.

Com base em textos autobiográficos do próprio King, incluindo cartas e diários, assim como filmes e gravações, Clayborne Carson cria um valioso retrato em primeira pessoa do ativista político estadunidense que lutou, nas décadas de 1950 e 1960, pelo fim da segregação racial nos Estados Unidos. King foi um dos mais importantes líderes do movimento pelos direitos civis dos negros naquele país, tendo sua mensagem de resistência por meio da não violência, igualdade e justiça corrido todo o mundo.

(COVEY, S. The 7 Habits of Highly Effective Teens. Nova York: Touchstone, 2014.)

(CARSON, C. A autobiografia de Martin Luther King. Rio de Janeiro: Zahar, 2014.)

The 7 Habits of Highly Effective Teens, de Sean Covey

192

Reprodução proibida. Art. 184 do Código Penal e Lei 9.610, de 19 de fevereiro de 1998.

UNIT 1

Guia Didático

CARO/A COLEGA PROFESSOR/A,

Esta coleção foi concebida como um instrumento para auxiliá-lo/a na preparação e condução de suas aulas de Inglês. Acreditamos que ela possa contribuir para mediar — de maneira dinâmica e motivadora — fatos, conceitos, saberes, práticas e valores que estimulem os/as estudantes a compreender, transformar e ampliar o modo de ver e fazer a ciência, a sociedade e a educação, propiciando-lhes assim uma formação cidadã, que lhes permita estabelecer julgamentos, tomar decisões e atuar criticamente diante das questões da sociedade. Para alcançar esse objetivo de formar cidadãos/cidadãs participativos/as, conscientes, críticos/as e criativos/as, é preciso que os/as estudantes se engajem efetivamente no processo de aprendizagem e, neste caso específico, de aquisição de uma língua estrangeira. Tal engajamento só é possível caso eles/elas se identifiquem com o conteúdo que está sendo ensinado, reconhecendo sua relevância. Nesse sentido, a coleção se preocupa em trazer para eles/elas situações autênticas de sua vida social, uma vez que não tem o intuito de trabalhar a língua inglesa de forma abstrata — como um conjunto de regras prescritas e isoladas de contextos de uso —, mas como um meio de expressão de diversos conteúdos interdisciplinares (por exemplo, temas abordados nas disciplinas de Sociologia, História, Filosofia etc.) e de conhecimentos que permeiam a vida social dos/as jovens, partindo de conhecimentos mais familiares para modos mais amplos e complexos de construir e articular saberes. Para tanto, cada volume traz uma coesão temática que interliga todas as suas unidades (identidades, cidadania global e o futuro: as pessoas e o mundo). Com o intuito de formar cidadãos/cidadãs críticos/as que estejam realmente aptos/as a colocar em prática os conhecimentos aprendidos de e sobre a língua inglesa em contextos sociais diversos (nos estudos, na comunidade, no ambiente de trabalho etc.), estamos oferecendo a você, professor/a, por meio desta coleção, materiais de qualidade que possam auxiliá-lo/a a tornar suas aulas mais dinâmicas e interessantes. Entendemos que você é a pessoa mais apta a tomar decisões sobre o que e de que forma ensinar em suas aulas, pois conhece seu contexto (escola, estudantes, espaço físico, localização geográfica etc.) melhor que qualquer outra pessoa. Levando em conta a vida corrida de um/a professor/a, que leciona muitas aulas por semana — e muitas vezes para séries diferentes (o que demanda uma grande quantidade de tempo para a preparação das aulas) —, buscamos reunir aqui materiais que visam atingir diversos públicos, com o objetivo de tentar facilitar a preparação dessas aulas e otimizar a alocação do seu tempo nessa atividade. Não entendemos o livro didático como um manual a ser seguido linear e literalmente, cujas páginas e atividades devem ser todas trabalhadas, do começo ao fim. Entendemos o livro didático como um banco de materiais a serem escolhidos e utilizados por você, conforme suas necessidades e de seus/suas estudantes. Nesse sentido, cada volume conta com quatro unidades, as quais podem ser trabalhadas uma por bimestre, dependendo de sua escola — o que, acreditamos, pode facilitar o seu planejamento. Fazer uma coleção de livros didáticos que atenda a todo o Brasil, com toda a sua grandiosidade e diversidade, é um enorme desafio, e não seria possível oferecer um livro “pronto”, totalmente adequado a todas as salas de aula do país. Assim, ao preparar suas aulas, lembre-se de que os materiais aqui compilados foram pensados para contemplar um público bastante heterogêneo e que cabe a cada professor/a selecionar quais deles são relevantes para seus/suas estudantes. Analogamente, não temos a pretensão de oferecer tudo de que você precisa, mas esperamos que este livro seja um aliado em sua jornada.

O organizador.

195

SUMÁRIO INTRODUÇÃO.................................................................................................................................................................................................................................................................................... 197 APRESENTAÇÃO DA COLEÇÃO .................................................................................................................................................................................................................. 197 Aspectos gerais da obra ................................................................................................................................................................................................................... 197 Objetivos gerais ....................................................................................................................................................................................................................................................200 Pressupostos teórico-metodológicos da coleção .............................................................................................................. 201 Abordagem do ensino de língua estrangeira .......................................................................................................................................... 201 Concepção de língua e linguagem .............................................................................................................................................................................. 203 Multiletramentos e os gêneros discursivos................................................................................................................................................204 Interdisciplinaridade ............................................................................................................................................................................................................................. 205 Papel do/a professor/a, dos/as estudantes e do livro didático ..............................................................................206 Papel da avaliação .................................................................................................................................................................................................................................... 207 Síntese dos principais conceitos ....................................................................................................................................................................................208

ORGANIZAÇÃO DA COLEÇÃO........................................................................................................................................................................................................................208 Livro do Aluno ............................................................................................................................................................................................................................................................208 Unidades ....................................................................................................................................................................................................................................................................209 Apêndices................................................................................................................................................................................................................................................................. 213

Manual do Professor.................................................................................................................................................................................................................................. 214 CD em áudio ..................................................................................................................................................................................................................................................................... 214 ORIENTAÇÕES ESPECÍFICAS PARA CADA UNIDADE ............................................................................................................................... 215 Unidade 1 .............................................................................................................................................................................................................................................................................. 215 Unidade 2 .............................................................................................................................................................................................................................................................................. 219 Unidade 3 .............................................................................................................................................................................................................................................................................. 227 Unidade 4 ..............................................................................................................................................................................................................................................................................233 REFERÊNCIAS BIBLIOGRÁFICAS.............................................................................................................................................................................................................238 SUGESTÕES DE LEITURA ........................................................................................................................................................................................................................................239

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INTRODUÇÃO O conhecimento de uma língua estrangeira se torna cada vez mais relevante no mundo contemporâneo, globalizado, com fronteiras difusas, e cada vez mais interconectado e plurilíngue. O direito a tal conhecimento configura-se, portanto, como um direito à cidadania e, mais do que isso, é assegurado na legislação brasileira pela Lei de Diretrizes e Bases da Educação Nacional (cf. Art. 26 § 5) e reafirmado pelas Diretrizes Curriculares Nacionais para o Ensino Médio, presentes nas Diretrizes Curriculares Nacionais da Educação Básica (cf. itens 2.4.2 e 7.4). Em um mundo cada vez mais interligado, virtual e fisicamente, o contato entre diferentes povos e línguas se torna cada vez mais frequente, de modo que conhecer outras línguas é uma forma de ter acesso a bens culturais e refletir sobre a pluralidade do mundo. Embora a língua inglesa, objeto de estudo desta coleção, seja uma língua estrangeira, ela não é tratada aqui como “a língua de outros”, mas como “uma outra 1 língua”, uma língua adicional , a ser somada ao repertório dos/as estudantes, a fim de inseri-los/as de forma mais participativa e efetiva no mundo globalizado. A língua inglesa é hoje reconhecida como uma língua franca (SEIDLHOFER, 2011), uma língua global (CRYSTAL, 2003, p. 108), que não é falada necessariamente por apenas um (ou alguns) povo(s). O caráter de língua global dá a qualquer cidadão/cidadã o direito de se apropriar dela para utilizá-la em contextos (acadêmicos, profissionais, sociais e culturais) em que ela seja útil, mesmo que eles sejam diferentes do contexto dos países em que esse idioma é falado como língua nativa ou oficial. Nesse sentido, “a cidadania, a consciência crítica em relação à linguagem e os aspectos sociopolíticos da aprendizagem de Língua Estrangeira” (BRASIL, 1998, p. 24) são questões centrais que permeiam o ensino de língua estrangeira, auxiliando no processo de estimular os/as estudantes a se tornar cidadãos/cidadãs críticos/as, capazes de agir no mundo de forma consciente e como agentes de transformação social. Mais que contribuir para a formação cidadã e para a inclusão social por meio do acesso a novos bens culturais, o conhecimento de língua(s) estrangeira(s) também possibilita maior autoconhecimento, uma vez

que a conscientização acerca dos outros (os “estrangeiros”), assim como os posicionamentos que se assumem em relação a eles, podem contribuir para o aumento da percepção de si mesmo/a, colaborando para uma melhor convivência com as diferenças, o rompimento de estereótipos e a superação de preconceitos. A aprendizagem de Língua Estrangeira é uma possibilidade de aumentar a autopercepção do aluno como ser humano e como cidadão. Por esse motivo, ela deve centrar-se no engajamento discursivo do aprendiz, ou seja, em sua capacidade de se engajar e engajar outros no discurso de modo a poder agir no mundo social. (BRASIL, 1998, p. 15)

Acreditamos que o ensino de língua estrangeira no Ensino Médio tem como objetivo, ainda, ajudar os/as estudantes a compreender como as línguas contribuem para a sua constituição como sujeitos, uma vez que elas expressam valores construídos nas práticas sociais e favorecem a formação de cidadãos/cidadãs engajados/as com o seu entorno e com o de outras realidades sociais. Entendendo a necessidade de usar a língua na sociedade globalizada contemporânea e sem perder de vista o papel educacional e conscientizador do ensino de língua estrangeira, esta coleção busca aliar objetivos instrumentais a objetivos educacionais mais amplos, conciliando uma perspectiva pragmática, de uso da língua, e uma perspectiva educacional, de formação de cidadãos/cidadãs. Nesse sentido, o componente curricular Língua Estrangeira Moderna na escola visa a ensinar um idioma estrangeiro e, ao mesmo tempo, cumprir outros compromissos com os educandos, como, por exemplo, contribuir para a formação de indivíduos como parte de suas preocupações educacionais. (BRASIL, 2006, p. 91)

APRESENTAÇÃO DA COLEÇÃO Aspectos gerais da obra A coleção didática aqui apresentada está organizada em três volumes e é destinada aos três anos do

1 O termo “língua adicional” tem sido adotado por alguns estudiosos na área de Linguística Aplicada, em vez de “língua estrangeira”, que é utilizado na legislação brasileira, tanto na Lei de Diretrizes e Bases da Educação Nacional quanto nas Diretrizes Curriculares Nacionais da Educação Básica, por não entender a língua como estranha ao usuário, mas como mais uma língua adicionada ao seu repertório. Como observam Judd, Tan e Walberg (2001, p. 6), “uma língua adicional pode não ser estrangeira, já que muitas pessoas no país podem utilizá-la correntemente. O termo ‘estrangeira’, no entanto, parece sugerir que a língua seja estranha, exótica, ou, talvez, excludente — todas essas são conotações indesejáveis”. Assim, o uso do termo “adicional” ratifica a “crença de que línguas adicionais não são inferiores, superiores, ou mesmo substitutivas da primeira língua”.

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Ensino Médio. Consoante os objetivos educacionais para o ensino de língua estrangeira nesse segmento, esta obra foi concebida com base no conceito de letramentos (cf. THE NEW LONDON GROUP, 1996, como detalhado mais adiante): a coleção não visa apenas capacitar os/as estudantes a adquirir e desenvolver habilidades na língua estrangeira, mas também desenvolver neles/nelas diferentes letramentos por meio da leitura de textos (reading literacy), produção de textos (writing literacy), compreensão auditiva (audio literacy), produção oral (oral literacy) e questões linguísticas (linguistic literacy), apresentando a eles/elas estruturas gramaticais de forma indutiva e itens lexicais de maneira contextualizada. Com o intuito de se aproximar mais dos/as estudantes do Ensino Médio, além do desenvolvimento de práticas de letramento e do pensamento crítico, a coleção se volta também aos seus interesses específicos, como o trabalho com habilidades de estudo, visando o desenvolvimento de sua autonomia como aprendiz e usuário/a da língua, bem como os exames de acesso ao ensino superior, apresentando profissões e carreiras possíveis dentro dos temas abordados em cada unidade. Nesse sentido, a coleção acredita cumprir seu papel com os/as estudantes do Ensino Médio, pois se ocupa tanto da sua formação cidadã, complementar àquela iniciada no Ensino Fundamental, como também de sua preparação para o acesso ao ensino superior e/ou ao mercado de trabalho. Para tal, esta coleção busca aproximar-se das culturas juvenis e da realidade mais imediata e concreta dos/as estudantes, com o objetivo de abrir caminho para um processo de ensino e aprendizagem mais significativo e emancipador, voltado sobretudo para o desenvolvimento do pensamento crítico do/a estudante e da sua autonomia como aprendiz e cidadão/cidadã. Vale lembrar que os/as estudantes do Ensino Médio encontram-se na adolescência, fase da vida repleta de descobertas, com necessidades de pertencimento a certos grupos sociais e de reafirmação de suas identidades. Assim, esta coleção também busca cumprir o papel de colaborar para aumentar seu sentimento de pertencimento à sociedade em que vivem e aos grupos sociais e culturais aos quais fazem parte, além de buscar contribuir para suas (re)definições identitárias. É importante ressaltar que, apesar do comprometimento com o componente curricular Língua Estrangeira Moderna (Inglês), a coleção adota um viés interdisciplinar, abordando conteúdos temáticos que

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permeiam outras disciplinas, sobretudo nas áreas de Linguagens (Arte, Língua Portuguesa, Literatura) e Ciências Humanas (Filosofia, Geografia, História, Sociologia), embora as áreas de Matemática e Ciências da Natureza também sejam contempladas. Por ser a língua-alvo, esta coleção faz uso da língua inglesa como fio condutor da sua proposta metodológica; no entanto, reconhece que os/as estudantes não precisam necessariamente ficar atrelados/as ao seu uso exclusivo, sobretudo nas atividades de produção cujo foco temático e crítico sobrepõe-se ao foco linguístico. Nelas, é mais importante construir significados e se posicionar em relação a determinadas questões (não importando o meio, ou seja, a língua) que produzir materialidade linguística na língua estrangeira — embora tal produção também seja importante e tenha seu espaço na coleção, sobretudo na seção “Oral literacy”, que estimula a produção oral em língua inglesa em situações interacionais relevantes para o/a jovem do Ensino Médio. Em certos momentos, são trazidos textos também na língua portuguesa, como forma de conscientizar os/as estudantes acerca de similaridades e diferenças não apenas no nível linguístico, mas também no que tange às maneiras de se construir objetos discursivos por meio da língua nos diferentes idiomas. Como a obra é concebida segundo a ideia do inglês como língua global, entende-se que ela é um meio de comunicação internacional entre nações e línguas, ou seja, não pertence necessariamente a um país específico. Contudo, para fins de padronização, é adotada a variante conhecida como “inglês americano padrão”, uma vez que não há (e seria uma incoerência haver) uma padronização do inglês global. Apesar de tal adoção, e por conta do compromisso com o inglês global, os textos presentes na obra, tanto os escritos quanto os orais, tiveram mantidas suas características originais, condizentes com as variantes a que pertencem. Ademais, visando apresentar diversas variantes linguísticas aos/às estudantes, a obra traz textos autênticos — verbais, não verbais e verbo-visuais —, oriundos de variadas esferas e suportes representativos de diferentes comunidades, e que efetivamente circulam/circularam em esferas sociais relevantes. Os textos buscam favorecer o acesso à diversidade cultural, social, étnica, etária e de gênero manifestada na língua inglesa (e também na língua portuguesa), de modo a garantir a compreensão de que essa diversidade é inerente à constituição de uma língua e à das comunidades que nela se expressam.

São trabalhados também textos e esferas sociais em potencial, ou seja, gêneros e esferas com os quais os/as estudantes ainda não tenham tido contato, mas espera-se que venham a ter no futuro. A escola cumpre, assim, o seu papel no Ensino Médio de preparar os/as estudantes para a vida social, sobretudo para o seu aspecto mais formal, materializado nas possibilidades de acesso ao ensino superior e ao mercado de trabalho. Mesmo reconhecendo que, ao trazer um texto para um livro didático, ele sai de seu contexto de circulação social original e adquire uma função didática, o fato de tais textos serem reconhecidos como de circulação em determinadas esferas sociais já insere os/as estudantes em vivências dessas esferas, deixando clara a relevância do material para a aprendizagem da língua estrangeira — práticas discursivas e de linguagem que poderão de fato vir a ser utilizadas socialmente pelos/as estudantes. A escolha dos textos, portanto, procurou abranger variedade e diversidade de gêneros, quando possível, bem como a diversidade linguística, trazendo textos de outras comunidades não falantes do inglês, principalmente na língua portuguesa, com o intuito de suscitar um trabalho, embora modesto, de retórica contrastiva entre as línguas e seus diferentes registros (língua culta e língua em uso). Para cumprir o objetivo primordial de preservar a autenticidade dos textos, tomou-se a decisão editorial de, sempre que possível, fazer capturas de tela dos sites trabalhados e utilizar uma ferramenta de zoom nos casos em que a leitura pudesse ficar prejudicada. Assim, é possível visualizar o contexto e o suporte em que o texto está inserido. Isso também se justifica pela tentativa de aproximar os/as estudantes o máximo possível dos contextos de circulação originais dos textos. Por razões pedagógicas, houve momentos em que se optou por fazer supressões nos textos, porém sempre de maneira cautelosa, atentando para que as omissões não comprometessem o seu conteúdo e a sua autenticidade. Nesse sentido, há dois tipos de eventuais adaptações aos textos escritos: supressões — indicadas por […] — de trechos que podem ser considerados linguisticamente inadequados ou mesmo inapropriados por conterem alguma forma de propaganda, por exemplo; e ajustes linguísticos — indicados por [ ] — quando a ortografia e/ou a concordância (verbal e/ou nominal) foge(m) do que é considerado “norma-padrão da língua”. Como o ensino escolar toma como base essa norma-padrão, mesmo que ela seja, de certa forma, uma

abstração, optou-se por fazer pequenos ajustes quando necessário, de modo a evitar conflitos entre ela e a linguagem do livro. É importante ressaltar que a preocupação com a autenticidade não se dá apenas no âmbito da seleção de textos. Igualmente importante é que as atividades também sejam autênticas, isto é, que sejam reconhecidas como integrantes de esferas sociais nas quais os/as estudantes circulam. Entende-se que não basta que a materialidade linguística seja autêntica por si só, pois tal premissa não necessariamente desencadeia uma relação de causalidade espontânea no uso da língua; é preciso que as atividades também sejam autênticas, contribuindo para tal espontaneidade. Em outras palavras, os usos sociointeracionais a serem feitos por meio do texto também devem ser relevantes para os/as aprendizes. Com isso em mente, são preferidas atividades que trabalham a criatividade, o afeto e o lúdico na negociação dos significados e na construção dos conhecimentos, em detrimento de atividades encontradas exclusivamente no contexto escolar. Estão presentes, portanto, atividades de discussão, trabalhos em grupo e perguntas abertas, por exemplo, por entender-se que elas efetivamente permeiam a vida social dos/as estudantes, especialmente no que tange aos usos que eles/elas poderão vir a fazer do e com o conhecimento da língua estrangeira. Consoante esse tipo de atividade, as respostas indicadas para o/a professor/a não se pretendem absolutas e excludentes de outras possibilidades, servindo apenas como mais um elemento auxiliar na preparação das aulas, posto que muitas das atividades comportam respostas negociáveis, ou seja, não se limitam a uma única resposta fechada, uma vez que as diversas realidades e contextos dos/as estudantes certamente as influenciarão. É importante ressaltar que a escolha do termo activity (“atividade”) baseia-se na ideia de que ele se configura como um vocábulo mais abrangente (ELLIS, 2010), incluindo tanto atividades mais fechadas (exercises/“exercícios”) quanto mais abertas (tasks/“tarefas”). Ainda sobre a autenticidade dos textos, é importante mencionar que trabalhar com textos “facilitados”, produzidos para fins didáticos, não foi uma opção nesta coleção. Entende-se que, em suas práticas sociais, os/as estudantes geralmente não se deparam com textos adaptados ao seu grau de conhecimento linguístico, uma vez que eles existem como são e seus/suas leitores/leitoras são desafiados a interagir

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com eles tais como circulam socialmente (adaptações mínimas feitas aos materiais autênticos foram explicadas anteriormente nesta seção). Tais desafios, apesar de poderem dar à obra um aparente ar de dificuldade, são minimizados pelo equilíbrio entre o grau de dificuldade dos textos e das atividades; ou seja, se o grau de complexidade de um texto parece ser um pouco maior, as atividades relacionadas a ele serão relativamente mais simples, sendo desafiantes, mas ainda perfeitamente realizáveis pelos/as estudantes. Além dos textos autênticos, o tamanho das unidades pode ser outro elemento de aparente dificuldade da coleção, uma vez que, ao estruturar cada volume em torno de quatro unidades temáticas (que podem ser trabalhadas uma por bimestre, dependendo da organização do ano escolar), elas se tornaram relativamente longas. No entanto, o/a professor/a não necessariamente precisa cobrir todo o material de todas as unidades, já que, conforme explicado anteriormente, trata-se de uma decisão tomada no sentido de oferecer uma gama maior de opções que lhe possibilitem fazer escolhas de acordo com a sua realidade. Além disso, acredita-se que a organização temática em quatro unidades possa fortalecer a interdisciplinaridade com as áreas de conhecimento que estruturam o currículo, permitindo a criação e execução de projetos interdisciplinares. Por fim, é importante ter em mente que todas as escolhas feitas nesta coleção e apontadas anteriormente levam em conta (1) a maturidade dos/as estudantes contemporâneos/as do Ensino Médio, que se preparam para o ingresso no ensino superior e/ou no mercado de trabalho, e (2) a importância de uma obra cuja estrutura se calca em uma progressão temática, ou seja, cujo foco transcende o crescimento do nível linguístico e abrange aspectos da realidade do/a estudante. Esta é uma coleção, portanto, que se preocupa em progredir tematicamente conforme o conhecimento de mundo e o amadurecimento esperados dos/as estudantes, adaptando, assim, a progressão linguística à progressão temática.

Objetivos gerais Os objetivos da proposta didático-pedagógica desta coleção são: •

consolidar e aprofundar os conhecimentos da língua inglesa adquiridos no Ensino Fundamental,

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possibilitando aos/às estudantes não apenas prosseguir seus estudos, mas também entender seu papel no mundo contemporâneo de forma crítica; •

conscientizar os/as estudantes acerca do papel que a língua inglesa desempenha no mundo que os/as cerca, contribuindo para a comunicação e a construção de conhecimentos em um mundo plurilíngue e multicultural;

•

reconhecer a aprendizagem da língua inglesa como uma forma de acesso a bens culturais provenientes de outras partes do mundo;

•

problematizar o papel hegemônico que a língua inglesa pode vir a desempenhar em determinados contextos sócio-históricos;

•

propiciar novas maneiras de se expressar e de ver o mundo, uma vez que o estudo de uma nova língua abre horizontes para o conhecimento de costumes e de modos de agir e interagir diferentes daqueles dos/as estudantes, proporcionando também mais autoconhecimento — vis-à-vis um estranhamento de si próprio a partir do conhecimento do outro e de um maior entendimento do mundo plural — e levando-os/as a ressignificar seu entorno e seu papel como cidadãos/cidadãs, tanto de seu país quanto do mundo;

•

construir consciência linguística, tanto de conhecimentos sistêmicos quanto de organização textual, de forma a empoderar os/as estudantes para um uso adequado da língua inglesa (em termos de compreensão e produção) em diferentes situações de interação social;

•

proporcionar momentos de comparação e contraste entre os usos da língua inglesa e da língua portuguesa, além de promover conhecimentos de formas contemporâneas de linguagens;

•

desenvolver consciência crítica em relação aos usos da língua inglesa, chamando a atenção dos/as estudantes para o fato de que isso envolve escolhas de possibilidades de significado por meio dos quais se age no mundo;

•

promover inclusão social por meio da aprendizagem e do uso da língua inglesa, envolvendo os/as estudantes na construção de significado, com o objetivo de fazê-los/as perceber que aprender uma língua é aprender a se engajar criticamente nos significados produzidos por ela, reconhecendo posicionamentos discursivos e tomando consciência da

possibilidade de construir novos significados para alterar esses posicionamentos, até mesmo revertendo possíveis posicionamentos de exclusão; •

preparar os/as estudantes para o trabalho e a cidadania, dada a centralidade do conhecimento de uma língua estrangeira na continuidade dos estudos com vistas a aperfeiçoamentos posteriores, dando a eles/elas condições de se adaptar com flexibilidade a novas condições sociais e profissionais;

•

desenvolver o ensino da língua inglesa de forma contextualizada e interdisciplinar, a partir de temas pensados com base nas quatro áreas de conhecimento que organizam a proposta curricular do Ensino Médio;

•

contribuir para o aprimoramento dos/as estudantes como indivíduos, para a sua formação ética e para o desenvolvimento da autonomia intelectual e do pensamento crítico, ao abordar e discutir, por meio de uma aprendizagem significativa e emancipadora e de uma postura que visa provocar estranhamentos, temas que permeiam a vida social contemporânea;

•

contribuir para que os/as estudantes do Ensino Médio se percebam como atores/atrizes sociais com suscetibilidades específicas à indústria cultural, sobretudo quando expostos/as a discursos mercadológicos e publicitários característicos, além de seu papel protagonista para a vida social, cultural, política e econômica do país, por meio de movimentos sociais e culturais;

•

reconhecer o papel da escola como porta-voz e via de acesso a culturas socialmente legitimadas e predominantemente letradas, sem deixar de promover o diálogo entre essas e as culturas das quais os/as estudantes participam cotidianamente.

Pressupostos teórico-metodológicos da coleção Abordagem do ensino de língua estrangeira Na sociedade atual, globalizada, densamente semiotizada e marcada por desigualdades profundas, 2 a língua inglesa pode ser tida como uma commodity 2

(RAJAGOPALAN, 2005a, 2005b), um bem simbólico valorizado (MOITA LOPES, 2005) que possibilita a seus usuários mais acesso ao mundo contemporâneo globalizado, dado o seu caráter de língua franca (SEIDLHOFER, 2011). Dito de outra forma, o inglês pode contribuir para a construção do capital social (WARSCHAUER, 2003), entendido aqui como a capacidade que os indivíduos têm de gerar benefícios para si e para suas comunidades por meio de interações sociais. Desse modo, ele pode assumir um papel fundamental na transformação social e, para tanto, é essencial que seu ensino seja orientado por uma perspectiva crítica (MUSPRATT; LUKE; FREEBODY, 1997), com vistas à construção de multiletramentos (THE NEW LONDON GROUP, 1996) e à participação ativa do indivíduo na contemporaneidade (ROJO; MOITA LOPES, 2004). O compromisso com a construção da cidadania, de forma ética e protagonista (ROJO; MOITA LOPES, 2004), por meio da aprendizagem de inglês na Educação Básica, acarreta, para a escola, o desafio de transcender visões estruturalistas e comunicativas que têm prevalecido no ensino e na produção de materiais didáticos de inglês, visando imprimir nesse contexto características sócio-historicamente orientadas que permitam tratar, de modo situado, questões ideológicas, culturais e identitárias que permeiam toda prática linguística. Aprender uma língua significa mais que se tornar capaz de se comunicar nela; significa aprender conhecimentos a ela relacionados e saber utilizá-los. A linguagem e a aprendizagem, portanto, são entendidas nesta coleção dentro de uma perspectiva sociointeracional, ou seja, situadas socialmente e construídas em interações, tornando os/as aprendizes aptos/as a agir no mundo globalizado, integrando-o e transformando-o. Essa teoria, também conhecida como teoria sociocultural (VYGOTSKY, 1998 [1978], 1999 [1939]) ou sociointeracionista, tem como objetivo caracterizar os aspectos tipicamente humanos do comportamento por meio do levantamento de hipóteses de como essas características se formaram no curso da história humana e de como elas se desenvolvem durante a vida de um indivíduo. Ela sugere, ainda, que o desenvolvimento humano é fruto da interação dialética do ser humano com o meio externo — social e cultural —, tendo em vista que ele é agente e produtor de cultura, transformador e transformado constantemente pelo meio no qual vive. Em uma abordagem sociointeracional, portanto, aprender uma língua estrangeira significa orientar e

O termo commodity não é utilizado aqui no sentido de associar a aprendizagem da língua inglesa ao fortalecimento do capitalismo e do neoliberalismo.

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sensibilizar os/as estudantes em relação ao mundo multilíngue e multicultural em que vivem, conscientizando-os/as acerca de diferenças culturais e levando-os/as a respeitar mais o outro e conhecer melhor a si mesmos/as (MOITA LOPES, 2003), uma vez que é por meio do olhar do outro que se aprende a se conhecer melhor (cf. princípio da alteridade — BAKHTIN, 2004 [1929]). Além disso, o conhecimento dos discursos em língua estrangeira, mais especificamente a inglesa, pode permitir acesso aos mais diferentes tipos de conhecimento no mundo globalizado contemporâneo. O acesso à língua estrangeira, portanto, pode permitir maior inclusão social no mundo globalizado. Para isso, a aprendizagem de uma língua, segundo a abordagem sociointeracional, envolve a construção de três tipos de conhecimento: conhecimento do sistema linguístico (conhecimento sistêmico), conhecimento da organização dos discursos na língua (conhecimento de organização textual) e conhecimento de mundo. É na projeção e na interseção desses três tipos de conhecimento que significados são negociados e o conhecimento da/sobre a língua é construído (BRASIL, 1998). Mais que tornar o indivíduo apto a se comunicar numa língua, o acesso a discursos em uma língua adicional também pode servir para empoderá-lo, uma vez que ele passa a ter acesso a algo que antes desconhecia. De posse desse conhecimento, o indivíduo passa a ter a escolha de tornar-se parte desses novos discursos, construindo e exercitando sua cidadania no mundo globalizado e tendo condições de atuar tanto global quanto localmente. Em contrapartida, esses mesmos discursos globalizados, que não são únicos, mas que muitas vezes se pretendem absolutos, podem difundir uma ideologia hegemônica que alcança e influencia rapidamente grande parte da população em escala global, beneficiando aqueles a quem tal discurso interessa (MOITA LOPES, 2003). O conhecimento desses discursos pode capacitar seus conhecedores à resistência, construindo, então, uma “outra globalização” (SANTOS, 2000), que, em vez de globalizar a hegemonia, abarca a pluralidade e a diversidade. Nesse sentido, três aspectos do ensino de línguas estrangeiras que reforçam o uso do inglês na vida contemporânea para construir novos discursos anti-hegemônicos merecem ser destacados (MOITA LOPES, 2003): •

a elaboração de uma base discursiva em que os/as estudantes se envolvam na construção

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do significado, de forma que aprender uma língua seja entendido como aprender a se engajar criticamente nos significados produzidos nela, reconhecendo posicionamentos discursivos e sabendo que é possível construir novos significados para alterar esses posicionamentos, que às vezes podem ser de exclusão; •

o desenvolvimento da consciência crítica em relação à linguagem, pois seu uso envolve escolhas de possibilidades de significados por meio dos quais se age no mundo e se colabora para constituí-lo;

•

o foco na transversalidade, ou seja, em questões que permeiam a vida social contemporânea (saúde, gênero e sexualidade, vida familiar e social, direitos das crianças e dos adolescentes, preservação do meio ambiente, educação para o consumo, educação fiscal, trabalho, ciência e tecnologia, diversidade cultural, condição e direitos dos idosos, educação para o trânsito, tecnologias da informação e comunicação), já que, ao usar a linguagem, as pessoas constroem significados acerca desses temas transversais, construindo a si mesmas e o mundo social à sua volta.

O ensino de língua estrangeira mostra como os temas transversais são abordados nos discursos nessa língua, permitindo, a partir daí, reflexões críticas e transposições problematizadoras para o espaço social dos/as estudantes. É importante ressaltar que não se trata de julgar, ou mesmo de comparar, mas de pensar criticamente as diferenças, propondo uma reflexão com base em diferentes contextos. O ensino de línguas, em geral, é um espaço privilegiado para a discussão de tais questões, pois trata do ensino de linguagem por meio do seu próprio uso. A língua estrangeira assume, assim, um papel educacional e pragmático para a construção da cidadania, servindo de instrumento de libertação e inclusão social (BRASIL, 1998). Seu ensino, portanto, envolve uma série de questões que extrapolam sua organização sistêmica (lexical e gramatical), devendo abarcar também escolhas temáticas responsáveis pela situacionalidade social, histórica e cultural do ensino e pelas escolhas de organização textual — gêneros discursivos que articulam, de um lado, o conteúdo temático e, de outro, a estrutura composicional e o estilo da linguagem (BAKHTIN, 2003 [1952]), dando conta não apenas da estrutura textual e de mecanismos de coesão e coerência, mas também de questões como variação linguística e pluralidade cultural.

Nesse sentido, a teoria sociointeracional de ensino e aprendizagem não só corrobora a ideia de abordagem informada (BROWN, 2007), na qual o/a professor/a precisa tomar decisões informadas, conscientes e que melhor se adequem a seu contexto e aos/às estudantes, mas ainda a extrapola, propondo também uma abordagem conscientizadora, que salienta a função educacional do ensino de língua estrangeira, preparando os/as aprendizes para pertencer ao mundo globalizado e nele agir. É essa função conscientizadora, de cunho crítico, que distingue a abordagem sociointeracional da abordagem comunicativa (TILIO, 2014). Os pressupostos teóricos apresentados anteriormente norteiam a organização desta coleção segundo os princípios de aprendizagem da teoria sociocultural, operacionalizados na proposta de prática pedagógica do The New London Group (1996, tradução nossa), apresentada no quadro a seguir:

Uma nova interpretação do quadro anterior foi feita por Kalantzis e Cope (2012), propondo que a prática pedagógica deve envolver quatro etapas: vivenciar, conceituar, analisar e colocar em uso. Tais etapas devem, ainda, acontecer em dois momentos: um primeiro mais simples, com conhecimentos mais concretos para os/as estudantes, e um segundo mais complexo, envolvendo conhecimentos mais abstratos (conforme ilustrado na figura a seguir).

vivenciar o novo

colocar em uso criativamente

vivenciar colocar em uso

o conhecido

apropriadamente

conceituar analisar

Prática situada

- utilização de discursos disponíveis (incluindo aqueles dos/as próprios/as estudantes)

nomeando

funcionalmente

conceituar analisar teorizando

criticamente

REPRODUÇÃO

- imersão em experiências

- simulações de situações relevantes

Instrução

Postura crítica

Prática transformadora

- entendimento consciente, sistemático e analítico de conteúdos - descrição e interpretação de diferentes modos de significação - interpretação dos significados construídos nos respectivos contextos social (situacional) e cultural - apropriação dos significados, com sua (re)utilização em novos contextos

Dessa forma, é importante entender a organização de cada unidade da obra com base em uma contextualização (prática situada) temática, a partir da qual os conteúdos (instrução) são trabalhados de forma consciente, sistemática e analítica, sempre com foco nos significados produzidos e potenciais. Adota-se uma postura crítica em relação ao conhecimento, que é apropriado e ressignificado em novos contextos (reais e relevantes) de uso.

Tradução nossa da figura disponível em . Acesso em 17 de fevereiro de 2016.

No entanto, vale ressaltar que não existe a obrigatoriedade de cumprir sempre todas as etapas, as quais, na prática, nem sempre são tão lineares quanto na teoria. Na verdade, diferentes objetivos pedagógicos requerem que diferentes etapas sejam privilegiadas.

Concepção de língua e linguagem A teoria de linguagem adotada por esta obra é de base sociossemiótica (HALLIDAY; HASAN, 1985), segundo a qual a linguagem incorpora múltiplas semioses e é parte integrante de um contexto situacional imediato e de um contexto social mais amplo, sendo a língua (o sistema linguístico) uma dessas semioses. Sua teoria de base é a Linguística Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2014) — a linguagem é funcional na medida em que serve a determinadas funções em determinados contextos (contextos particulares relacionados a contextos culturais maiores) e é sistêmica na medida em que a materialidade linguística se dá por meio de escolhas lexicais e gramaticais que seus usuários fazem para concretizar

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determinados significados — ou seja, seus usuários dispõem de sistemas de escolhas para a organização da linguagem. Esta, então, carrega em si três metafunções: ideacional, que se refere à representação linguística do fato (quem está fazendo o quê, para quem, quando, como, onde etc.); interpessoal, que descreve as relações entre os participantes (perguntas, pedidos, ordens, afirmações etc.); e textual, que organiza o fluxo da informação (a forma linguística e como os elementos da informação são apresentados).

pensar (THE NEW LONDON GROUP, 1996). Entre esses letramentos pode-se destacar os seguintes: linguístico, visual, sonoro, não verbal, digital, multimodal, multicultural e crítico. Tais letramentos não são isolados e não possuem fronteiras claras, perpassando uns aos outros no discurso. Uma abordagem sociointeracional de ensino de língua estrangeira não só deve procurar dar conta dos multiletramentos como também assegurar a onipresença do letramento crítico durante todo o processo de ensino e aprendizagem.

A linguagem e a aprendizagem são construídas nas interações sociais. Assim, as formas de linguagem, sejam elas padrão ou não, são categorizadas desse modo segundo convenções sociais estabelecidas para determinadas interações. A linguagem serve às interações sociais, pois não se interage sem linguagem. Da mesma forma que não há interação sem linguagem nem linguagem sem interação, não há aprendizagem sem a necessidade de os/as aprendizes interagirem socialmente.

Compatível com uma teoria sociossemiótica de linguagem e sociointeracional de aprendizagem, na medida em que trata o ensino como uma prática sociocultural, por meio da oportunização de situações de interação com o outro e com o meio (VYGOTSKY, 1998 [1978]), o letramento crítico possibilita o questionamento e a ressignificação de relações ideológicas e de poder naturalizadas. Em um

Tal teoria se materializa nesta obra por meio da proposta sociointeracional apresentada anteriormente. As unidades são construídas sobre eixos temáticos relevantes aos/às estudantes contemporâneos/as, o que os/as motiva a se engajar discursivamente em interações sociais que contribuem para a construção do conhecimento e sua formação cidadã. A linguagem é compreendida de forma plural (abarcando as diversas semioses consideradas na teoria dos multiletramentos — conforme apresentado a seguir —, sendo a língua uma dessas semioses), dinâmica e (re)construída socialmente, em diálogo com seus contextos de circulação e seus usuários, e aberta (sempre sujeita a modificações).

Multiletramentos e os gêneros discursivos Ainda dentro da perspectiva sociossemiótica, esta obra trabalha com o conceito de multiletramentos (COPE; KALANTZIS, 2000; KALANTZIS; COPE, 2012; THE NEW LONDON GROUP, 1996), segundo o qual a linguagem é multimodal — expressa por modos de significação múltiplos e diversos (escritos, orais, visuais, sinestésicos etc.) — e multicultural, variando de acordo com diferentes contextos culturais. O conhecimento de uma língua extrapola as habilidades, muitas vezes mecanicistas, de ler, escrever, falar e escutar. O conhecimento da língua envolve capacidades de letramentos, entendidos como modos culturais de construir significados: ver, descrever, explicar, entender e

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trabalho […] que visa a um letramento crítico, ganham ênfase as representações e as análises a respeito de diferenças, tais como: raciais, sexuais, de gênero e as indagações sobre quem ganha ou perde em determinadas relações sociais (BRASIL, 2006, p. 116)

O enfoque no letramento crítico não despreza outros trabalhos, com habilidades linguísticas e léxico-gramaticais, por exemplo, mas o estende à interpretação e à transposição social, tornando a experiência de aprendizagem realmente uma prática social. O trabalho dentro de uma perspectiva de letramento crítico “representa uma ampliação e uma definição desse trabalho de leitura no que se refere à expectativa de desenvolvimento crítico dos alunos” (BRASIL, 2006, p. 116). Uma teoria de letramento crítico procura conscientizar os/as estudantes a assumir uma postura crítica perante a aprendizagem, entendendo que o conhecimento é ideológico, jamais natural ou neutro, e que a realidade e o significado não são dados de forma definitiva e única: são múltiplos, (re)construídos e (re)negociados com base em regras discursivas e práticas sociais imersas em relações de poder (CERVETTI; PARDALES; DAMICO, 2001). Esse trabalho de letramento crítico pode ser viabilizado pelo uso de gêneros discursivos, os quais, segundo Bakhtin (2003 [1952]), são tipos relativamente estáveis de enunciados, concretos e únicos, que circulam em esferas diferenciadas de utilização da língua. Eles refletem as condições específicas de cada esfera, com suas necessidades temáticas, seus participantes e a

intenção do locutor. A escolha do gênero segue certos parâmetros, como finalidade, destinatários e conteúdo, ou seja, “há a elaboração de uma base de orientação para a ação discursiva” (SCHNEUWLY, 1994 [2010, p. 23]). Os gêneros caracterizam-se por três elementos constitutivos (BAKHTIN, 2003, p. 261 [1952]): conteúdo temático (já discutido anteriormente), construção composicional (conjunto de elementos organizacionais do texto que marcam as possibilidades de compreensão de determinado gênero em contextos socioculturais específicos) e estilo da linguagem (seleção dos recursos lexicais, fraseológicos e gramaticais da língua). Gêneros discursivos são, portanto, manifestações sociais da linguagem, materializadas em elementos verbais e/ou não verbais, e intencionalmente selecionados e organizados com um objetivo sociointeracional, dentro de uma esfera social, de modo a permitir aos interlocutores a construção de significados e sua ação nessa esfera, em decorrência da ativação de conhecimentos prévios de práticas socioculturais de uso. Os gêneros do discurso configuram-se, portanto, como ferramenta do letramento crítico na medida em que consideram não apenas o produto linguístico, mas também suas condições processuais de produção, circulação e distribuição (FAIRCLOUGH, 1992) — quando, onde, como, por quê, para quem, por quem —, viabilizando questionamentos e ressignificações na vida social. Como gêneros discursivos (ou textuais, cf. MARCUSCHI, 2008) são ocorrências relativamente estáveis de formas de linguagem na vida social, ao trabalhar com material autêntico, esta coleção inevitavelmente — e propositadamente — recupera diferentes gêneros discursivos. A partir da teorização de Bakhtin, considerada genérica, várias concepções de gênero surgiram com o intuito de operacionalizar o que ele manteve apenas na teoria. Conforme mencionado anteriormente em “Concepção de língua e linguagem”, a concepção de gênero adotada na obra é a da Linguística Sistêmico-Funcional, segundo a qual gêneros são determinados padrões de interação social relativamente estáveis, previsíveis e culturalmente específicos que orientam a tessitura dos textos na construção de significados (MATTHIESSEN; TERUYA; LAM, 2010). Para essa concepção, não há uma distinção, como feita por outras escolas de pensamento, entre gêneros textuais

e tipos de textos, dado que ambas as tipologias têm como objetivo estabelecer uma relação entre a materialidade do texto e sua função como agente social em determinada cultura. Considerando-se os pressupostos sociointeracionais, o ensino só faz sentido com a utilização de textos e atividades autênticos, como apontado anteriormente, capazes de despertar nos/as estudantes a autenticidade das interações sociais com e por meio do uso da linguagem ensinada. É importante diferenciar, dessa forma, autenticidade de genuinidade (WIDDOWSON, 1990). Enquanto um material genuíno é algo retirado ipsis litteris de algum contexto real de uso da língua, o material autêntico é aquele capaz de provocar no interlocutor uma reação autêntica, ou seja, uma reação esperada para aquele tipo de material. Se a responsividade ao material que serviu de insumo para a aprendizagem é autêntica, isto é, similar a uma reação esperada para determinada interação social, não importa se esse material não for genuíno — até porque a genuinidade por si só não é capaz de garantir uma responsividade autêntica, uma vez que, conforme mencionado nos “Aspectos gerais da obra”, ao ser transposto para o livro didático e trazido para a sala de aula, o texto sai do seu contexto original de circulação e passa a ter fins didáticos.

Interdisciplinaridade3 Com os pressupostos supracitados em mente, a interdisciplinaridade se torna inerente ao processo de ensino e aprendizagem, uma vez que as diferentes áreas do conhecimento (Linguagens, Ciências Humanas, Ciências da Natureza e Matemática) se entrecruzam na vida social, perpassando, assim, todas as unidades desta obra no que diz respeito a seus eixos temáticos. É importante lembrar que, na perspectiva sociointeracional, a aprendizagem da língua se dá por meio de seu uso. Como a linguagem permeia todas as esferas e momentos da vida social, estes se caracterizam como oportunidades de uso da língua, favorecendo a integração de conhecimentos diversos. Por entender que as disciplinas se entrecruzam nas áreas do conhecimento, sendo às vezes até mesmo difícil delimitar suas fronteiras, optou-se

3 O conceito de interdisciplinaridade adotado por esta coleção se alinha ao de Schmitz (2013), para quem os termos “interdisciplinaridade” e “transdisciplinaridade” são usados como sinônimos. Entendendo que a transdisciplinaridade “transcende e redefine a estrutura do conhecimento” (HALLIDAY; BURNS, 2008, p. 115), a interdisciplinaridade proposta na coleção é inerentemente transdisciplinar, pois é entendida como o diálogo entre diferentes disciplinas com o objetivo de produzir novos conhecimentos.

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por indicar, no Livro do Aluno, as áreas do conhecimento com as quais cada seção das unidades possui caráter interdisciplinar. É importante que os/as estudantes percebam como os conteúdos estudados na aula de Inglês se articulam nas áreas do conhecimento, sem que haja preocupação com as fronteiras disciplinares, as quais são um recurso meramente pedagógico, porém necessário para a organização da vida escolar. Neste Guia Didático (mais especificamente no texto introdutório sobre interdisciplinaridade em cada unidade) foram destacadas, para o/a professor/a, as disciplinas integrantes da grade do Ensino Médio compatíveis com as áreas do conhecimento indicadas no Livro do Aluno. O objetivo dessa indicação é justamente visibilizar para o/a professor/a como ele/ela pode se organizar com professores/professoras de outras disciplinas para construir um trabalho interdisciplinar. Dada a atual organização escolar, um trabalho verdadeiramente interdisciplinar só é possível com a participação dos/das docentes das disciplinas envolvidas. Práticas interdisciplinares podem ser encaradas como uma oportunidade para que os/as professores/ professoras, ao atuar em conjunto com colegas de outras disciplinas, reflitam sobre a prática docente (tanto a sua própria prática como a prática docente como um todo). Vale ressaltar que, ao trabalhar interdisciplinarmente com Literatura, consideramos tanto em língua inglesa, nossa língua-alvo, como em língua portuguesa, componente curricular do Ensino Médio. Ademais, embora a Informática não seja uma disciplina obrigatória, ela também foi incluída na coleção, uma vez que as Diretrizes Curriculares Nacionais da Educação Básica reconhecem seu valor transversal. Os temas transversais — entendidos como temas que permeiam a vida social dos/as estudantes, mesmo fora do contexto escolar — também são de caráter interdisciplinar. A transversalidade é entendida como uma forma de organizar o trabalho didático-pedagógico em que temas, eixos temáticos são integrados às disciplinas, às áreas ditas convencionais de forma a estarem presentes em todas elas. A transversalidade difere-se da interdisciplinaridade e complementam-se; ambas rejeitam a concepção de conhecimento que toma a realidade como algo estável, pronto e acabado. A primeira se refere à dimensão didático-pedagógica e a segunda, à abordagem epistemológica dos objetos de conhecimento. A

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transversalidade orienta para a necessidade de se instituir, na prática educativa, uma analogia entre aprender conhecimentos teoricamente sistematizados (aprender sobre a realidade) e as questões da vida real (aprender na realidade e da realidade). Dentro de uma compreensão interdisciplinar do conhecimento, a transversalidade tem significado, sendo uma proposta didática que possibilita o tratamento dos conhecimentos escolares de forma integrada. Assim, nessa abordagem, a gestão do conhecimento parte do pressuposto de que os sujeitos são agentes da arte de problematizar e interrogar, e buscam procedimentos interdisciplinares capazes de acender a chama do diálogo entre diferentes sujeitos, ciências, saberes e temas. (BRASIL, 2013, p. 29)

A seleção dos temas transversais nesta obra foi feita com base nas Diretrizes Curriculares Nacionais da Educação Básica de 2013: saúde, gênero e sexualidade, vida familiar e social, direitos das crianças e dos adolescentes, preservação do meio ambiente, educação para o consumo, educação fiscal, trabalho, ciência e tecnologia, diversidade cultural, condição e direitos dos idosos, educação para o trânsito e tecnologias da informação e comunicação.

Papel do/a professor/a, dos/as estudantes e do livro didático Entendendo que o objetivo do processo de ensino e aprendizagem da língua inglesa é empoderar os/as estudantes a se tornarem cidadãos/cidadãs usuários/as autônomos/as da língua, faz-se necessário definir o que esta coleção entende por autonomia. Autonomia não é compreendida aqui apenas como aprender sozinho/a, mas sim como agir no mundo social por meio da sua aprendizagem (NICOLAIDES; TILIO, 2011). Tal conceito parte do entendimento de Oxford (2003), que distingue autonomia individual de autonomia sociocultural — em que a primeira (o aprender sozinho/a) é interessante e válida, mas de nada adianta se não empoderar os/as estudantes a agir socioculturalmente usando a língua. Ademais, em uma abordagem sociocultural, os/as estudantes não aprendem sozinhos/as, mas em interações sociais, e, nesse sentido, até mesmo o aprender sozinho/a envolve algum tipo de interação, como estudante-livro (ou algum outro tipo de instrumento mediador da aprendizagem). No intuito de alcançar tal objetivo, é importante estimular o papel de estudantes e professores/

professoras como usuários/as reflexivos/as do discurso, que agem conscientemente em suas decisões e escolhas. Os/As estudantes tornam-se, assim, responsáveis por sua aprendizagem, e o/a professor/a atua como um/a mediador/a, o par mais experiente, aquele que medeia a interação dos/as estudantes com o conhecimento e com a aprendizagem, auxiliando-os/as na construção do conhecimento, mas sem impor seus posicionamentos. Nesse contexto, o livro didático pode ser entendido como mais um elemento mediador do processo, não trazendo conhecimentos prontos para serem assimilados pelos/as estudantes, como já dito anteriormente, mas funcionando como um banco de materiais a serem escolhidos e utilizados pelo/a professor/a, conforme suas necessidades, em sua mediação do processo de construção de conhecimento dos/as estudantes. Nesse sentido, o/a professor/a atua como um/a mediador/a principal e o livro didático, como um mediador secundário, fornecendo insumos que visam colaborar para o processo.

Papel da avaliação O objetivo da avaliação é inerentemente processual, retroalimentando a ação pedagógica, e não apenas julgando um produto final. Dessa forma, a avaliação constitui-se em um importante instrumento para diagnosticar necessidades e orientar eventuais ajustes necessários ao processo de ensino e aprendizagem (BRASIL, 1998). Diferentemente da prova, ou teste, que tem como objetivo julgar de forma pontual o alcance da aprendizagem de determinado conteúdo conceitual, a avaliação deve ser contínua, buscando entender como os/as estudantes se apropriam dos conteúdos trabalhados ao longo do processo de ensino e aprendizagem, considerando-se diferentes momentos e formas de expressão. Ela não pode, entretanto, ser vista como um elemento intimidador, e menos ainda como uma ameaça. Dentro de um entendimento de avaliação formativa, a prova pode vir a ser um instrumento bastante útil, desde que o seu propósito, específico e focado em determinado objetivo e/ou conteúdo, esteja absolutamente claro para docentes e estudantes. No entanto, é importante que a devolução para os/as estudantes envolva uma discussão sobre os resultados obtidos (tanto individualmente quanto pela turma como um todo) e as possíveis razões para um resultado aquém do esperado.

Além da prova, que se ocupa da avaliação de um produto, é importante que o/a professor/a defina procedimentos e instrumentos que possam dar conta de avaliar processualmente a aprendizagem dos/as estudantes. Tal avaliação ocorre idealmente no cotidiano da sala de aula, inclusive com seus materiais e recursos rotineiros, sem a necessidade de uma demarcação específica, que inibe os/as estudantes e inevitavelmente interfere em sua produção espontânea. Com o intuito de tornar as produções avaliativas realmente espontâneas, sugere-se que o/a professor/a estipule para si próprio/a, podendo ou não tornar de conhecimento dos/as estudantes, que determinadas seções do livro didático possam ser utilizadas para tal fim. Assim, dependendo da intenção de avaliar compreensão e/ou produção escrita e/ou oral, o/a professor/a pode optar por utilizar algumas das seções “Reading literacy”, “Writing literacy”, “Audio literacy” e “Oral literacy”, respectivamente, com tal fim — especialmente nos casos de unidades que contam com mais de uma seção para o mesmo tipo de letramento. Dessa forma, o/a professor/a realmente avalia o cotidiano das práticas pedagógicas em sua sala de aula. Este é outro ponto que merece destaque: o objeto a ser avaliado. Mais que a precisão e correção de conteúdos conceituais, a avaliação deve levar em consideração as interações sociais desenvolvidas por meio do que foi/é ensinado. O livro didático, portanto, pode ser uma excelente fonte de recursos para avaliação. Não se pode esquecer, entretanto, que os modelos de avaliação supramencionados, mesmo que processuais, atendem às expectativas apenas do/a professor/a, sem dar voz às expectativas dos/as estudantes em relação ao processo. Nesse sentido, buscando suprir essa lacuna, a coleção traz, ao final de cada unidade, uma seção intitulada “Reflecting about what you have learned”, na qual é dada aos/às próprios/as estudantes a oportunidade de refletir sobre o que aprenderam, o que conseguem fazer com esse aprendizado e o que mais sentem que precisam ou gostariam de aprender para expandir seus conhecimentos. Além disso, a seção também os/as estimula a refletir sobre como os conteúdos estudados podem contribuir para transformar suas práticas sociais e da sociedade em geral. É importante ressaltar que, dentro da perspectiva teórico-metodológica adotada pela coleção, cabe ao/à professor/a a decisão de quando e como

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implementar as avaliações. Acredita-se que cada professor/a, e somente ele/ela, é conhecedor/a das especificidades do seu próprio contexto e capaz de

Estudantes e professor/a

usuários/as reflexivos/as do discurso; agência

Língua

(um dos) sistema(s) de construção de significados no discurso

Linguagem

multiletramentos

Livro didático

banco de materiais a serem escolhidos e utilizados pelo/a professor/a, conforme suas necessidades; (mais um) elemento mediador do processo de ensino e aprendizagem

Significado

construção e negociação na interação social

julgar quando e como avaliar os/as estudantes, delimitando, inclusive, o objeto da avaliação. Em princípio, qualquer atividade, em qualquer aula, constitui-se como uma atividade avaliativa. A decisão de como escalonar a avaliação e de eventualmente criar ambientes mais formais para a sua aplicação só pode ser tomada pelo/a professor/a, não cabendo a qualquer livro didático determiná-la.

Síntese dos principais conceitos O quadro a seguir sintetiza, de forma esquemática, os principais conceitos que subjazem aos princípios teórico-metodológicos expostos anteriormente.

Conceito

Letramento sociointeracional crítico

ORGANIZAÇÃO DA COLEÇÃO Aprendizagem

capacidade de agir no mundo

Autenticidade

autenticidade de uso

Autonomia

empoderamento dos/as estudantes para agir socioculturalmente usando a língua de maneira autônoma

Avaliação

contínua e formativa, com o objetivo de orientar a ação pedagógica; foco nos resultados sociointeracionais alcançados, não na correção conceitual

Criticidade

reflexividade sobre a construção de significados

Cultura

entendimento de processos de (re)produção e circulação de discursos

Ensino

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formação de cidadãos/cidadãs capazes de agir socialmente

Esta coleção é composta de três Livros do Aluno e seus respectivos Manuais do Professor (Livro do Aluno com respostas e Guia Didático), acompanhados de CD em áudio, sendo um conjunto para cada série do Ensino Médio. Cada volume está organizado em quatro unidades, seguidas de apêndices, sendo cada uma construída sobre um eixo temático, com vistas ao desenvolvimento do letramento sociointeracional crítico, descrito anteriormente. A interdisciplinaridade permeia todas as unidades e é indicada pelo ícone toda vez que o conteúdo temático abordado entrecruzar alguma área na qual o conhecimento escolar é organizado. Tal ícone, contudo, é apenas uma indicação para os/as estudantes; sempre que possível, é interessante que o/a professor/a trabalhe em conjunto com docentes das disciplinas indicadas na introdução de cada unidade no Guia Didático — ou de outra(s) que julgar pertinente(s).

Livro do Aluno Cada livro da coleção foi pensado com base em uma determinada temática, à qual todas as unidades do volume se referem, criando um todo coerente para o livro e indicando uma progressão temática

não apenas dentro do volume, mas também ao longo da coleção. O quadro a seguir indica os temas norteadores de cada livro. Volume

Tema norteador

Volume 1

Identidades

Volume 2

Cidadania global

Volume 3

O futuro: as pessoas e o mundo

Cada volume é dividido em quatro unidades, cujos temas remetem ao tema norteador do volume de forma progressiva, considerando-se um fluxo do nível micro para o macro. Assim, o volume 1, que trata de identidades, explora os temas autobiografia, corpo e mente, identidade cultural e identidade e diferença. O volume, portanto, começa centrado nos/as estudantes individualmente, por meio de discussões mais familiares, e passa para questões sociais mais amplas, como ambientes sociais, históricos e culturais nos quais estão envolvidos/as, que podem não atingi-los/as diretamente, mas que certamente os/as afetam. O volume 2, por sua vez, traz unidades relacionadas à cidadania global, como globalização, manifestações artísticas, comunicação e mídia e linguagem. Por fim, o volume 3 aborda temas relacionados ao futuro (tanto o futuro dos/as estudantes quanto o futuro da humanidade), discutindo ciência e tecnologia, educação e trabalho, meio ambiente e pessoas que fazem a diferença. Dessa forma, além da progressão interna de cada volume, a obra como um todo também traz uma progressão temática entre eles, partindo de uma abordagem mais pessoal dos/as estudantes no presente, passando por sua inserção no mundo globalizado e culminando com sua projeção no futuro.

Unidades As unidades são organizadas em seções que priorizam o trabalho pedagógico com determinada área da linguagem. A primeira seção de cada unidade é “Contextualization”, cujo intuito é ambientar os/as estudantes no tema. As demais seções, “Reading literacy”, “Writing literacy”, “Audio literacy”, “Oral literacy” e “Linguistic literacy”, não possuem uma ordem definida,

adequando-se conforme o desenrolar do tema, e são seguidas pelas seções “Careers”, “Study skills”, “Project” e “Refleting about what you have learned”. Como mencionado anteriormente, o termo literacy, presente na maioria dos títulos das seções, enfatiza o objetivo da obra de trabalhar práticas de letramento, e não apenas instrumentalizar os/as estudantes com habilidades linguísticas, buscando letrá-los/as em práticas sociodiscursivas que envolvem compreensão e produção escrita e oral, além do uso consciente do repertório léxico-gramatical disponível na língua, sempre trabalhados de forma contextualizada e como um meio, jamais como um fim. No que tange à voz dada aos/às estudantes, os três volumes da coleção são entremeados pela presença de um boxe intitulado “Discuss”, dando a eles/ elas oportunidades de reflexão que integram aspectos temáticos da unidade aos seus próprios contextos sociais. Outros boxes presentes na coleção estão detalhados a seguir: •

“Exploring further”: propõe oportunidades para que os/as estudantes extrapolem o que aprenderam em aula, fazendo pesquisas extraclasse e levando seus resultados na aula seguinte para compartilhá-los com os/as colegas. Este boxe pode conter o ícone , indicando que há, ali, uma possibilidade 4 de letramento digital, por meio de pesquisas e atividades online.

•

“Tip”: oferece dicas de aprendizagem.

•

“Useful language”: sugere linguagem que pode ser usada nas atividades de produção oral e escrita.

Há ainda dois outros boxes que podem auxiliar o trabalho em sala de aula: o primeiro apresenta textos que devem ser utilizados para a realização de determinada atividade; já o segundo destaca informações importantes que podem aprofundar conhecimentos sobre determinado assunto ou que ajudam na realização de determinada atividade. Mais informações sobre as especificidades visuais de cada um desses elementos podem ser obtidas nas páginas 4, 5 e 6 do Livro do Aluno. Cada seção das unidades do livro é descrita a seguir.

4 Esta coleção entende letramento digital como o empoderamento dos/as estudantes a fim de que possam ser agentes críticos/as no mundo digital, tanto no nível da Web 1.0 (buscando e acessando informações de forma crítica) como no nível da Web 2.0 (participando ativa e conscientemente de interações em meio digital). É importante ressaltar, no entanto, que a coleção não requer o uso do meio digital na sala de aula, uma vez que muitas escolas não dispõem desse recurso. O objetivo do estímulo a esse tipo de letramento é construir com os/as estudantes essa prática de letramento para que possam operar no meio digital em ocasiões em que tenham acesso a ele.

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Contextualization Com o intuito de alcançar o objetivo sociointeracional de permitir aos/às estudantes atuar no mundo usando a língua estrangeira, é fundamental que os conteúdos temáticos propiciem o engajamento discursivo deles/delas. Ao oferecer temas familiares, que lhes “digam algo” e/ou que sejam relevantes para seus contextos situacionais e culturais (atuais ou projetados), criam-se oportunidades reais para que eles/elas se engajem sociodiscursivamente no processo de ensino e aprendizagem, o que propicia a construção de uma base de conhecimento sólida na língua estrangeira. Isso não significa que não haja espaço para a introdução de temas novos, de conhecimentos novos, que são construídos com base em conhecimentos preexistentes dos/as estudantes. Por isso, os conteúdos temáticos partem de conhecimentos, ideias e práticas socioculturais que não causem estranhamento, podendo ter sido experimentados ou serem apenas potenciais, mas dentro da realidade e das possibilidades dos/as estudantes. Como o objetivo da seção é lhes dar voz para contextualizá-los/as na temática da unidade, sugere-se, se necessário, 5 estimular o uso da língua materna, de acordo com cada realidade, como forma de lhes dar segurança na expressão de sua voz, priorizando também o trabalho com os letramentos visual e crítico. Nesta seção, a participação ativa dos/as estudantes é mais valiosa do que o uso da língua-alvo em si, cabendo ao/à professor/a, ao longo da coleção, dosar o uso da língua materna conforme sua realidade escolar. Entende-se a língua materna como um recurso mediacional importante na sala de aula de aprendizagem de língua estrangeira (TERRA, 2004), uma vez que ela pode funcionar como um porto seguro para os/as estudantes mediante as novidades que a aprendizagem de uma língua estrangeira pode representar. Cabe ressaltar, ainda, que não é raro, nesta obra, a presença de textos em língua portuguesa. Tal estratégia busca promover intertextualidade de textos em inglês com textos em português, caracterizando um rompimento de fronteiras entre as línguas e criando consciência discursiva, que extrapola o âmbito da materialidade linguística. Entende-se a presença da língua portuguesa como uma oportunidade de estabelecer uma análise contrastiva dos idiomas que ajude os/as estudantes não apenas a assimilar estruturas, mas também a perceber

tal análise como uma importante ferramenta para estabelecer paralelos e contrastes entre as realidades sociais e culturais de países falantes de inglês e do Brasil.

Reading literacy O objetivo desta seção é trazer atividades voltadas para o desenvolvimento da capacidade de reflexão crítica — tanto pelas temáticas quanto pela própria natureza das atividades. O trabalho com leitura contempla as etapas de pré-leitura, leitura e pós-leitura nas subseções “Before reading”, “Reading” e “After reading”, respectivamente, contemplando, de maneira geral, os objetivos apresentados a seguir: •

“Before reading”: ativação de conhecimentos prévios dos/as estudantes; levantamento de hipóteses; estímulo para engajamento na vida social no que tange à temática do texto; acesso a vocabulário, elementos linguísticos e elementos do gênero que serão relevantes na leitura do texto. Além de ativar conhecimentos prévios e incentivar a formulação de hipóteses, a subseção pode também antecipar questões que serão necessárias à leitura com o intuito de otimizá-la (por meio da exploração do léxico e do gênero textual, por exemplo).

•

“Reading”: compreensão global e/ou detalhada do texto.

•

“After reading”: trabalho que relaciona o conteúdo do texto à realidade social, permitindo também a expressão de posicionamentos pessoais e reflexões críticas dos/as estudantes (para tanto, é preciso que a leitura se desdobre em propostas de discussão que possam ir além da mera emissão de opiniões). Note-se que pedir uma opinião é diferente de pedir um posicionamento, o qual requer reflexão e justificativas críticas. A solicitação de opiniões não é, de forma alguma, algo nocivo — muito pelo contrário: espera-se, sim, que o livro didático dê voz aos/às estudantes, e a opinião é uma das possíveis maneiras de manifestação dessa voz. No entanto, é preciso atentar para o fato de que, muitas vezes, para emitir uma opinião sobre determinado tema, não é necessário ter lido um texto, o que invalida o caráter de pós-leitura da atividade. As opiniões se adequam melhor, portanto, à seção de pré-leitura.

5 A terminologia “língua materna” é utilizada em decorrência do reconhecimento de que os/as estudantes podem vir a ter outras línguas maternas.

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Writing literacy Nesta seção, a produção escrita está necessariamente associada à temática de cada unidade, recuperando gêneros textuais nela apresentados ou introduzindo novos. Tais textos são expostos como modelos do gênero que se espera que os/as estudantes produzam, e as propostas desse tipo de produção surgem a partir da interação, denotando seu caráter processual e atrelado a convenções de contextos e gêneros. Por priorizar uma abordagem processual, há sempre três momentos nesta seção, os quais estão detalhados a seguir: •

“Before writing”: preparação para a produção escrita, contextualizando-a, situando-a no gênero ou, muitas vezes, retomando um modelo apresentado anteriormente.

•

“Writing”: instruções para a materialização da produção propriamente dita.

•

“After writing”: revisão guiada do produto, levando à reflexão sobre o seu processo e, se necessário, à sua reformulação; é nessa etapa que a circulação da produção é estimulada (se possível, extrapolando os muros da sala de aula). Nesta subseção, são estabelecidas diretrizes para que os/as estudantes reflitam sobre a primeira versão de seu trabalho, o que pode ser feito ora individualmente, ora em duplas, ora em grupos (a abordagem pode variar ao longo das unidades). Essas atividades de pós-escrita devem, ainda, levar os/as estudantes a refletir sobre o que escreveram e por quê. Assim, a versão a ser entregue ao/à professor/a só é finalizada após esse processo de reflexão e revisão. Recomenda-se ao/à professor/a, antes de atribuir uma nota à produção, devolvê-la aos/às estudantes com orientações pontuais de como aprimorá-la. Feitos os ajustes indicados, os/as estudantes deverão, então, entregar a versão final, juntamente com a versão anterior com os apontamentos do/a professor/a, para que sua produção seja avaliada processualmente, ou seja, considerando-se não apenas o produto final, mas todo o desenvolvimento ao longo do processo.

Audio literacy Esta seção busca trabalhar gêneros orais (in) com o uso de áudicados pelo ícone de áudio dios autênticos, acompanhados de atividades de

compreensão oral intensiva (sons, palavras, sentenças), extensiva (compreensão global) e seletiva (compreensão pontual). O fato de esse trabalho ser feito com textos autênticos, como já citado, que apresentam variedades de pronúncia e prosódia, faz que alguns deles pareçam difíceis linguisticamente. No entanto, como foi mencionado na “Apresentação da coleção”, optou-se por não se praticar aqui a “adaptação” de tais textos para adequá-los ao nível linguístico dos/as estudantes, pois, na vida social, tais adaptações não existem. Dessa forma, os textos foram mantidos tal como circulam/circularam socialmente, mas as atividades estão sempre adequadas ao nível linguístico esperado dos/as estudantes. As atividades de áudio englobam três etapas, conforme apresentado a seguir: •

“Before listening”: ativação do conhecimento prévio dos/as estudantes; levantamento de hipóteses; estímulo para engajamento na vida social no que tange à temática do texto oral; acesso a vocabulário, outros elementos linguísticos e elementos do gênero que serão relevantes à compreensão do texto.

•

“Listening”: atividades a ser realizadas durante a execução do CD em áudio.

•

“After listening”: reflexão e produção baseadas no que foi escutado. Há também atividades que requerem que os/as estudantes expressem seu ponto de vista, bem como seu posicionamento. O que caracteriza as atividades de pós-escuta (assim como as de pós-leitura) são a reflexão e a produção propostas a partir do material apresentado (texto oral).

A única forma de “adaptação” adotada por esta coleção em textos orais é a escolha dos trechos a ser reproduzidos, já que áudios muito longos não seriam pedagogicamente viáveis. Tal distinção é indicada da seguinte forma para o/a professor/a: quando o áudio é utilizado na íntegra, sua fonte é indicada como Audio available at, enquanto trechos de áudios mais longos são indicados como Extract from the audio available at. É importante ressaltar que há momentos nas unidades em que o ícone de áudio aparece em outras seções além da “Audio literacy”. Nesses casos, não se trata de atividades de letramento auditivo, mas apenas de indicações de que o material se encontra gravado no CD e poderá ser utilizado pelo/a professor/a, a seu critério.

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Oral literacy O objetivo desta seção é auxiliar os/as estudantes na produção de um texto oral, dentro da temática da unidade, em situação de interação. Para tanto, as atividades propõem diferentes situações interacionais compatíveis com as necessidades de fala dos/as estudantes. A seção prioriza o uso da língua-alvo; portanto, as atividades são mais simples e guiadas do que as discussões que permeiam as unidades, mas podem se tornar mais complexas e menos guiadas conforme os/as estudantes vão ganhando mais confiança no uso da língua ao longo da coleção. Assim como a produção escrita, a oral também é processual e organizada em três momentos distintos, conforme apresentado a seguir: •

“Before speaking”: antes de pedir aos/às estudantes que efetivamente produzam algo, promovem-se uma contextualização e uma preparação, principalmente em relação ao conteúdo e ao gênero textual. Há, ainda, na maior parte das vezes, algum texto oral, escrito ou visual que dá apoio (scaffold [andaime], na teoria sociocultural) a essa preparação. A presença desses textos também contribui para uma melhor (e mais clara) integração entre produção e compreensão oral e escrita.

•

“Speaking”: atividades com as instruções da produção oral a ser efetivamente realizada.

•

“After speaking”: reflexão, individual ou conjunta, sobre a própria produção ou a de colegas.

Linguistic literacy A seção pode abordar dois diferentes aspectos formais da língua: léxico e gramática. Embora tal separação seja feita para fins pedagógicos, há momentos em que ambos os aspectos são trabalhados concomitantemente, dada a natureza indissociável da léxico-gramática. Dessa forma, a seção visa trabalhar: •

vocabulário específico relacionado ao eixo temático da unidade, sempre partindo de usos contextualizados e expandindo-o com vistas às produções oral e escrita e/ou outros usos lexicais presentes na ou necessários à unidade;

•

estruturas gramaticais utilizadas para o desenvolvimento da temática da unidade. Embora a prioridade seja imergir os/as estudantes no uso efetivo da língua, com o objetivo de produzir significados, a seção também os/as leva, de forma indutiva, a

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perceber (noticing, cf. SCHMIDT, 1990) os conhecimentos gramaticais utilizados. Além de fazer referência aos usos gramaticais presentes na unidade, a seção traz também atividades que expandem a imersão no eixo temático, salientando a importância do uso das referidas estruturas gramaticais para o desenvolvimento da temática em questão. A obra adota os pressupostos da Gramática Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2014), explicitados anteriormente em “Concepção de língua e linguagem”, segundo a qual a linguagem se materializa a partir de escolhas disponíveis nos sistemas linguísticos para servir a determinadas funções em determinados contextos e realizar determinados significados. Nesse sentido, as explicações e a terminologia presentes na seção “Linguistic literacy” são inspiradas nessa teoria, sem, no entanto, abandonar totalmente a gramática tradicional — seguindo, portanto, a mesma linha de outros/as autores/autoras que adotam a Gramática Sistêmico-Funcional, como Downing e Locke (2006) e Lock (1996) —, uma vez que esta é parte do conhecimento de mundo dos/as estudantes. Com o intuito de praticar o uso das estruturas apresentadas, alguns textos tiveram trechos suprimidos, de forma a serem transformados em atividades. Após a correção dessas estruturas, os/as estudantes têm acesso ao texto autêntico que circula/ circulou socialmente. Em outros casos, eventuais inserções, mudanças ou correções linguísticas foram necessárias, as quais são indicadas por [ ].

Careers A seção tem como objetivo apresentar possibilidades de profissões e carreiras dentro da temática trabalhada na unidade. Optou-se aqui por não selecionar apenas uma carreira, mas oferecer aos/às estudantes uma gama de possibilidades relacionadas ao tema trabalhado — e, embora deva ser reconhecido que essa gama também é limitada (e que seu recorte em si já é uma escolha), acredita-se que, dessa forma, os/as estudantes não só são expostos a mais opções de atividades profissionais, como também têm a oportunidade de refletir sobre o mercado de trabalho na área em questão. É fundamental ressaltar que a seção não se restringe a apresentar as profissões, mas busca promover letramento crítico em relação às escolhas profissionais que muitos dos/as estudantes provavelmente farão em breve.

Study skills Para esta seção são selecionados temas, de alguma forma relacionados ao eixo temático da unidade, que podem funcionar como estratégias de estudo para os/as estudantes. Algumas seções podem trabalhar estratégias em si, enquanto outras tratam de questões que podem ser tomadas estrategicamente pelos/as estudantes em momentos de compreensão e/ou produção envolvendo o uso da língua inglesa.

Project Para cada volume da coleção há uma proposta de projeto condizente com a temática do volume. Trata-se de projetos processuais, cujas partes são elaboradas ao final de cada unidade com o material nela estudado e que culminarão com sua integralização ao final de cada livro. Os projetos caracterizam oportunidades de vivenciar situações concretas de uso da linguagem estudada com o intuito de contribuir para a consolidação da aprendizagem. Cada projeto é, portanto, uma proposta de intervenção social que requer a participação dos/as jovens como agentes transformadores de sua comunidade.

claro para eles/elas que, nesse momento, há liberdade para se expressar acerca de qualquer aspecto contemplado na unidade, seja temático, estrutural etc. Uma vez que essas informações são sistematizadas, o/a professor/a poderá abrir uma discussão, em que eles/elas comparem e contrastem seus progressos e percalços, repensando sua sistematização. Finalmente, o/a professor/a — cujo papel é conscientizar os/as estudantes acerca do processo de aprendizagem, salientando, inclusive, os obstáculos esperados — entra em cena discutindo esses pontos, que, provavelmente (embora não necessariamente), serão recorrentes. Nesse sentido, ele/ela contribui também para elevar a autoestima dos/as estudantes, mostrando possíveis causas de suas dificuldades e indicando caminhos para sua superação. Nota-se, portanto, que a seção é uma atividade de aula, e não uma atividade acessória para casa, sendo a mediação do/a professor/a fundamental para que seus objetivos sejam alcançados.

Apêndices Ao final de cada volume encontram-se as seguintes seções:

Reflecting about what you have learned A última seção de cada unidade é um espaço de reflexão sobre o que foi trabalhado na unidade, de maneira que, a partir do olhar dos/as estudantes, o/a professor/a entenda como estes/estas percebem a sua aprendizagem acerca do material abordado e possa repensar a continuidade da sua prática. A seção é recorrente ao final de cada unidade, incentivando-os/as a refletir e se expressar acerca de sua 6 aprendizagem assim que cada ciclo se “encerra” . Dessa forma, os/as estudantes não acumulam dúvidas ou incertezas e podem refletir melhor sobre como dar continuidade à sua aprendizagem, tanto nas unidades subsequentes como em sua vida em geral, cientes do seu rendimento até então. Para tal, é solicitado aos/às estudantes que reflitam sobre a unidade e listem tudo aquilo que julgam ter aprendido, além de mencionar como os conteúdos estudados podem lhes ser úteis em outros contextos sociais além da sala de aula. É importante deixar

Exams A seção desenvolve e/ou aprofunda estratégias que venham a contribuir para o sucesso dos/as estudantes em exames de acesso ao ensino superior, sobretudo o ENEM. Tais estratégias são desenvolvidas a partir de textos (com suas respectivas questões) retirados de provas de edições anteriores desses exames, os quais remetem às temáticas abordadas nas unidades e visam auxiliar os/as estudantes a desenvolver estratégias específicas que possam contribuir para o entendimento e a resolução das questões.

Language reference O objetivo desta seção é apresentar uma sistematização formal dos conhecimentos gramaticais abordados em cada unidade. Embora a coleção priorize o uso da linguagem, e não sua sistematização, trata-se de um recurso adicional para aqueles/aquelas que

6 A palavra “encerra” encontra-se entre aspas porque as interações — e a aprendizagem — resultantes terão continuidade em outros momentos do contexto escolar e também fora dele.

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queiram ter acesso a um maior rigor sistêmico acerca das estruturas trabalhadas ao longo do volume.

Glossary/Irregular verb list O glossário apresenta a tradução de palavras-chave do volume de acordo com o contexto em que elas foram utilizadas. Esse tipo de recurso pode auxiliar os/as estudantes da língua na medida em que fornece uma ferramenta para que busquem significados de itens lexicais de forma autônoma, sem o auxílio do/a professor/a (especialmente quando estiverem fora da sala de aula). É importante ressaltar que o uso do glossário é um estímulo ao trabalho autônomo (NICOLAIDES; TILIO, 2011); por isso, sugere-se que sua consulta seja incentivada pelo/a professor/a sempre que possível. A lista de verbos irregulares segue esses mesmos objetivos e princípios.

Transcript/Track list A transcrição dos textos orais presentes no CD em áudio encontra-se na seção “Transcript” para que o/a professor/a possa remeter os/as estudantes a eles sempre que julgar pedagogicamente relevante e pertinente. Exceção é feita aos áudios cuja transcrição encontra-se no próprio Livro do Aluno para a realização da atividade. Na seção “Track list”, há uma lista com a indicação de todos os áudios disponíveis no CD e as faixas correspondentes.

References/Sugestões de leitura O conjunto de apêndices do Livro do Aluno termina com a apresentação das referências bibliográficas nas quais a elaboração do material foi baseada, seguida por uma lista de livros e filmes para que os/as estudantes possam expandir seus conhecimentos em relação à temática de cada unidade, bem como aos materiais apresentados nela.

Manual do Professor O Manual do Professor é composto pelo Livro do Aluno, com respostas e orientações, e pelo Guia Didático. As respostas e as orientações para o/a professor/a (principalmente aquelas necessárias durante o andamento das aulas) encontram-se ao longo das unidades, em cor azul. No final do Manual do Professor

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encontra-se o Guia Didático, que traz a apresentação da coleção e sua organização, bem como detalhes sobre cada unidade, referências bibliográficas e sugestões de leitura. Na apresentação da coleção, são expostos os aspectos gerais da obra, seus objetivos gerais, seus pressupostos teórico-metodológicos, o papel do/a professor/a, dos/as estudantes e do livro didático, aspectos referentes à avaliação e uma síntese dos principais conceitos que norteiam a obra. Na seção referente à organização da coleção são apresentados seus componentes (Livro do Aluno e as seções que o compõem, Manual do Professor e CD em áudio). O Guia Didático possui uma organização por unidade, trazendo detalhes sobre cada uma delas, com um quadro inicial esquemático que apresenta seu conteúdo temático, desenvolvimento textual-discursivo, desenvolvimento linguístico, transversalidade e interdisciplinaridade. São elencados, então, os objetivos da unidade, seu tema e seus pontos de interdisciplinaridade. A seguir, descreve-se o objetivo de cada uma de suas seções, com informações adicionais (culturais, temáticas e conceituais) quando pertinente, que podem auxiliar o/a professor/a na preparação das aulas, assim como sugestões de atividade extra, as quais podem complementar e/ou aprofundar o trabalho de cada seção. No Guia Didático, ao final de cada unidade são apresentadas eventuais sugestões de atividade complementar, que abrangem todo o conteúdo da unidade, e sugestões de leitura, com referências que trazem pontos de vista diversos, informações factuais e aprofundamentos dos textos abordados, podendo auxiliar professores/professoras e estudantes a ampliar seus conhecimentos sobre o tema central. Ao final do Guia Didático encontram-se sugestões de leitura gerais, com foco em questões metodológicas do ensino e aprendizagem de línguas, bem como suas referências bibliográficas.

CD em áudio Dentro da perspectiva dos multiletramentos adotada por esta coleção, o letramento sonoro configura-se como uma parte importante da aprendizagem. Cada volume, portanto, é acompanhado de um CD em áudio que traz todo o material utilizado; ou seja, os textos orais autênticos trabalhados na seção “Audio literacy” e as gravações em áudio eventualmente presentes em outras seções a serem opcionalmente utilizadas pelo/a professor/a da forma que julgar pertinente.

ORIENTAÇÕES ESPECÍFICAS PARA CADA UNIDADE

1 Autobiography Eixo temático

Desenvolvimento textual-discursivo

Possibilitar novas formas de se conhecer e de se perceber no mundo por meio da compreensão da multiplicidade de identidades sociais construídas e desempenhadas. Gêneros incluídos: pintura, diário, autobiografia, selfie, letra de música, blog, poema, perfil de rede social, biografia, artigo, entrada de enciclopédia digital. Estratégias de leitura: ativação de conhecimento prévio, previsão, skimming, scanning, análise/inferência de vocabulário. Objetivos funcionais: descrever características e atributos; apresentar-se; conceituar e falar sobre família; expressar fatos e hábitos pessoais; descrever ações atemporais e/ou em progresso.

Desenvolvimento linguístico

Conhecimentos lexicais: família, personalidade, estilos de aprendizagem. Conhecimento estrutural: descrever características e atributos; expressar o tempo presente por meio da exposição de fatos e hábitos, além de eventos atemporais ou em progresso.

Transversalidade Interdisciplinaridade

Vida familiar e social, diversidade cultural, sexualidade e gênero, condição e direito dos idosos, trabalho Ciências Humanas, Linguagens

OBJETIVOS DA UNIDADE •

Promover uma reflexão inicial sobre as diferentes maneiras de contar a própria história.

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Estabelecer relações entre narrativas e identidade, de forma que os/as estudantes reconheçam suas múltiplas identidades com base no que contam sobre si mesmos/as.

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Contribuir para uma visão mais ampla de autobiografia por meio do diálogo entre gêneros de esferas mais formais e mais informais.

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Desenvolver o interesse, a reflexão e a apreciação de manifestações artísticas por meio de atividades relacionadas ao tema da unidade.

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Apresentar e discutir as diversas áreas que podem compor as múltiplas identidades de um sujeito.

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Estabelecer relações entre textos que pertencem ao mesmo gênero.

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Abordar o tema família por meio de manifestações estéticas.

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Estabelecer relações entre os gêneros selfie e autorretrato, promovendo uma discussão sobre formas de representar a identidade por meio da arte.

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Possibilitar leituras de manifestações artísticas por meio do conhecimento sócio-histórico dessas obras.

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Propor, no que diz respeito ao trabalho com gêneros textuais, a análise das características da autobiografia, do autorretrato e da selfie e estimular uma reflexão sobre como elas contribuem para o alcance dos seus respectivos propósitos comunicativos.

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Auxiliar os/as estudantes na construção de conhecimento linguístico-estrutural em relação à expressão do tempo presente para descrever características, falar sobre fatos, apresentar hábitos rotineiros e descrever ações em progresso.

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Estimular o interesse dos/as estudantes por seguir uma carreira de acordo com seus gostos, aptidões e objetivos de vida.

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Encorajar os/as estudantes que trabalham ou desejam trabalhar a se organizar para manter uma boa rotina de estudos.

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Promover uma reflexão sobre as formas de aprendizagem.

TEMA DA UNIDADE A unidade tem como objetivo estabelecer uma relação entre narrativas e a construção de identidades, partindo de uma abordagem de tipos de autonarrativa desde os gêneros mais clássicos, como a autobiografia e o diário, até os mais contemporâneos, como o blog e a selfie, contemplando, também, narrativas fictícias. Concorda com Bruner (2003), nesse sentido, ao relacionar a narrativa à(s) identidade(s), explicitando que toda narrativa, inclusive a ficcional, dá forma ao mundo real, expressa ideias escondidas em convenções do cotidiano nos modos de pensar e narrar fatos, é uma forma de a mente dar sentido ao mundo e, finalmente, uma maneira de construir identidades. É importante ressaltar a visão da coleção de que não se compreende a existência de um eu em essência que deve ser descoberto e significado em palavras, mas sim que o ser humano constantemente constrói e reconstrói seus “si mesmos” de acordo com as situações em que se encontra, justificando, assim, a escolha pelo trabalho com narrativas, já que “contar uma história a nós mesmos é como criar uma história sobre quem e o que somos, o que aconteceu e por que estamos fazendo o que estamos fazendo” (BRUNER, 2003, p. 64, tradução nossa). Para explorar as diversas identidades por um viés narrativo, a unidade buscou trazer diferentes vozes de culturas, experiências, nacionalidades, idades e gêneros diversificados a fim de explorar os elementos que influenciaram essas autonarrativas e que podem motivar a (re)construção das identidades dos/as estudantes, além de incentivá-los/as a conhecer mais sobre as personalidades presentes nas seções. Por isso, buscou-se trazê-las em diferentes momentos da unidade para permitir um olhar mais amplo e heterogêneo sobre seus papéis sociais. Por fim, espera-se que os/as estudantes tenham a possibilidade de se conhecer melhor ao se narrar em diferentes momentos da unidade, assumindo papéis sociais diversos e, dessa forma, compreendendo melhor a multiplicidade das identidades por meio da narrativa.

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INTERDISCIPLINARIDADE DA UNIDADE A unidade estabelece um viés interdisciplinar com as áreas do conhecimento de Ciências Humanas e Linguagens, mais especificamente com as disciplinas de Língua Portuguesa (da qual a literatura faz parte), Arte, História e Sociologia. Para promover uma reflexão sobre o tema autobiografia, a unidade promove relações com Língua Portuguesa, mais especificamente com literatura, e Arte ao trazer diversas manifestações artísticas relacionadas ao assunto, as quais permeiam muitas das seções. No entanto, para aprofundar a discussão sobre essas manifestações, é necessário recorrer a conhecimentos históricos e sociológicos a elas relacionados e também utilizá-los para que os/as estudantes reconheçam seu próprio momento histórico e suas condições enquanto ser social. A interdisciplinaridade mostra-se essencial, ainda, na produção oral e escrita dos/as estudantes, já que eles/elas devem recorrer às linguagens e ao saber sócio-histórico para se manifestar.

SEÇÕES Contextualization — How do you tell your story? (página 10)

Esta seção tem como objetivo promover uma reflexão inicial sobre a relação entre narrativas e a construção de identidade(s). Para tanto, apresenta diversas formas de contar histórias de vida, desde gêneros mais conhecidos e formais, como a autobiografia, até gêneros mais novos, como a selfie, explorando algumas características deles, além de trazer informações básicas sobre autores, artistas e outras personalidades que os produziram e um pouco de seu contexto histórico. A partir dessas informações, a seção procura mostrar os diferentes papéis sociais assumidos pelos sujeitos ao trazer elementos importantes das histórias de vida dessas pessoas, como a personalidade, o gênero, a sexualidade, a nacionalidade, os relacionamentos, os gostos e as preferências pessoais. Busca-se, por fim, promover o acesso a diferentes manifestações artísticas de forma a incentivar os/as estudantes não apenas a apreciá-las e a se familiarizar com a linguagem artística, mas também a se identificar com diferentes formas de expressão para, talvez, posteriormente, construir sua(s) identidade(s) por meio de uma delas.

Reading literacy — Autobiographies

Linguistic literacy — Expressing

(página 13)

attributes, timeless events, facts and habits: the present simple

A seção tem como objetivo trabalhar o gênero autobiografia por meio da leitura de trechos da autobiografia de duas jovens mulheres, Malala Yousafzai e Taylor Swift. Enquanto Malala é um símbolo da luta pelos direitos das mulheres à educação no Oriente Médio, Taylor Swift representa um popular ícone de expressão artística juvenil da atualidade. Ao apresentar ambas, a seção busca não apenas trabalhar com formas diferentes de autonarrativa (seja a partir de um evento específico da vida de Malala ou por meio da descrição de informações pessoais relevantes de Taylor), mas também auxiliar os/as estudantes a ter uma visão mais ampla do impacto que jovens podem ter na sociedade: em lutas por causas sociais ou em produções culturais e artísticas. A seção busca promover, também, o estabelecimento de relações entre realidades e culturas distantes, o que pode auxiliá-los/as a compreender a sociedade de forma mais heterogênea.

Informações adicionais Malala Yousafzai — ativista paquistanesa baleada pelo Talibã em 2012 por defender o direito de garotas à educação. A jovem foi laureada com o prêmio Nobel da Paz em 2014 e continua lutando pelos direitos das mulheres à educação no Paquistão e em outros países do Oriente Médio. Taylor Swift — cantora, compositora e instrumentista estadunidense, é conhecida por escrever canções autobiográficas, principalmente sobre relacionamentos amorosos.

Linguistic literacy — Constructing the idea of families (página 16)

Esta seção continua o trabalho com narrativas, propondo a análise de como duas pessoas, de formas diferentes, construíram a expressão de suas famílias: um texto autobiográfico e um retrato. Retoma Malala Yousafzai e Frida Kahlo, agora com o recorte identitário dessas personalidades enquanto membros de uma família, e procura trabalhar as características de cada modo de expressão. Seguindo a apresentação dessas famílias, que se enquadram em modelos considerados mais tradicionais, a seção busca problematizar e expandir o próprio conceito de família. Após essa reflexão, é proposta aos/às estudantes uma discussão sobre como gostariam de retratar suas famílias, sejam elas tradicionais ou modernas.

(página 19)

Esta seção busca ativar o conhecimento linguístico dos/as estudantes sobre o uso do presente simples a partir do reconhecimento desse tempo verbal nos excertos apresentados ao longo da unidade. O uso desses excertos procura não apenas retomar a compreensão linguística, mas também sua função enquanto expressão de atributos e características (por meio do uso do verbo to be) e descrição de hábitos, rotinas e fatos. Esse trabalho pode ser retomado pelos/as estudantes para uma futura produção sobre descrições pessoais. Esta seção é a primeira parte de um trabalho com os verbos no presente, que será aprofundado posteriormente.

Audio literacy — I am what I am (página 21)

A partir do trabalho intertextual com as canções “I Am What I Am”, “Born This Way” e “Minha tribo sou eu”, a seção busca discutir a representação identitária por meio de narrativas em formato musical. Procura, também, trabalhar as habilidades auditivas dos/as estudantes no trabalho com a letra de “I Am What I Am”, após aprofundar suas habilidades linguísticas na tarefa de prever o conteúdo da canção, utilizando o que sistematizaram na seção anterior.

Sugestão de atividade extra Para ampliar o trabalho com as letras de música, pode-se incentivar os/as estudantes a se organizar em grupos para pesquisar outras canções que tratam da temática da afirmação identitária. Após as pesquisas, eles/elas podem criar playlists (listas de músicas) em sites ou aplicativos, como YouTube, Vagalume ou Spotify, ou mesmo gravar suas músicas em CD para compartilhar com os/as colegas de sala. Após o compartilhamento das playlists, pode-se promover discussões sobre as temáticas apresentadas em cada canção e de que forma os/as estudantes acreditam que elas podem impactar a sociedade.

Linguistic literacy — Expressing present time: present simple and present progressive (página 23)

Esta seção busca retomar o conhecimento linguístico dos/as estudantes a respeito do tempo presente

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a partir de biografias de pessoas da terceira idade. Ao estabelecer relações entre estas e as autobiografias estudadas anteriormente, eles/elas podem identificar elementos comuns na estrutura textual e também gramatical desses textos. Após a revisão da apresentação do tempo presente, procura-se aprofundar a diferença entre as estruturas interrogativas, além de propor atividades para que os/as estudantes possam praticá-las. Em seguida, a seção busca sistematizar o presente contínuo, contrastando-o com o presente simples. Além disso, pode-se aproveitar o assunto da seção para discutir o Estatuto do Idoso com os/as estudantes.

Reading literacy — Are selfies selfportraits? (página 28)

Esta seção tem como objetivos aproximar a cultura erudita e a cultura popular por meio de um trabalho intertextual entre o autorretrato e a selfie, promover uma reflexão sobre a representação de si e o que se deseja mostrar aos outros e ainda proporcionar uma discussão sobre o que pode ser considerado arte. Pretende-se, também, apurar o olhar estético dos/as estudantes e a compreensão da linguagem artística, oferecendo informações sobre os pintores Vincent van Gogh e Frida Kahlo para que realizem uma segunda leitura de seus autorretratos e reflitam sobre as mudanças nessa leitura a partir dos novos conhecimentos trabalhados na unidade. Ao final, propõe-se aos/às estudantes que escolham uma maneira de se representar de forma artística.

Sugestão de atividade extra Pode-se propor uma atividade interdisciplinar com Arte, trabalhando em conjunto com o/a professor/a da disciplina para apresentar outras maneiras de representação além da pintura, como a escultura, a dança e a música. Após esse trabalho, recomenda-se sugerir aos/às estudantes que produzam, com base em uma manifestação artística trabalhada, uma representação de si.

Oral literacy — Who are you?

Writing literacy — Writing life stories, constructing identities (página 33)

A seção tem como objetivo não apenas trabalhar a produção do gênero autobiografia, mas também retomar todo o trabalho realizado nas seções anteriores com relação ao conhecimento das múltiplas identidades que são desempenhadas nas diferentes narrativas apresentadas para auxiliar os/as estudantes em sua produção textual.

Careers — Choosing a career (página 36)

A seção procura proporcionar aos/às estudantes uma reflexão sobre a escolha da carreira, apresentando as possibilidades de envolvimento com o mercado de trabalho de acordo com a modalidade de estudo (curso técnico, tecnológico, bacharelado ou licenciatura). Considerando que uma parcela considerável dos/as estudantes do Ensino Médio no Brasil já atua ou pretende atuar no mercado de trabalho, a seção propõe uma discussão sobre a importância da administração do tempo para conciliar trabalho e estudos, que também pode ser relevante para aqueles/aquelas que pretendem cursar uma faculdade ou um curso técnico e trabalhar simultaneamente.

Study skills — Learning styles (página 41)

Esta seção, como as anteriores, busca estimular nos/as estudantes o autoconhecimento, dedicando-se aos diferentes estilos de aprendizagem. É importante que eles/elas percebam que, além de se conhecer no mundo como ser social e identificar suas características identitárias e de personalidade, compreender as diferentes formas de assimilar conteúdos pode ser uma estratégia interessante para melhorar o desempenho nos estudos e na aprendizagem de língua estrangeira. Para tanto, a seção apresenta os diferentes estilos de aprendizagem e as maneiras como eles podem se manifestar em sala de aula, propondo reflexões sobre a aplicação desse conhecimento na rotina de estudos dos/as estudantes.

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Com o objetivo de incentivar a apresentação pessoal dos/as estudantes, a seção retoma o vocabulário e as estruturas linguísticas trabalhados na unidade para auxiliá-los/as em sua produção oral, propondo, posteriormente, uma reflexão sobre sua narrativa pessoal.

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ATIVIDADE COMPLEMENTAR Ao final da unidade, pode-se propor aos/às estudantes que pesquisem outras obras autobiográficas e/ou manifestações que funcionem como narrativas identitárias e também que observem suas características

trabalhadas na unidade. Após a pesquisa, sugere-se organizar uma exposição intitulada “Autobiography” e convidar os/as colegas da escola a participar do evento e compartilhar suas impressões.

SUGESTÕES DE LEITURA Para ampliar os conhecimentos sobre o tema central da unidade, sugere-se a leitura dos materiais listados a seguir, os quais apresentam informações complementares que podem auxiliar durante as discussões. Destaca-se, também, que os livros e documentos usados nesta unidade e referenciados no Livro do Aluno podem ser explorados em sua totalidade para aprofundar os temas tratados nas respectivas seções. Caso considere oportuno, é possível repassar algumas dessas sugestões aos/às estudantes, a título de informação ou com alguma proposta de atividade ou projeto. •

edu/~mbamberg/Material_files/Who%20Am%20 I%20%20part%201.pdf>. O artigo científico analisa a abordagem de uso das narrativas como forma de construção e análise identitária. •

Para quem deseja saber mais sobre a artista mexicana, o site traz informações sobre sua vida e obra. •

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“Identity Narratives: Inspiring Students to Take Control of Their Own Stories” — disponível em . Artigo de uma educadora sobre as maneiras de trabalhar narrativas em sala de aula para que os/as estudantes se engajem e aprendam mais sobre sua(s) identidade(s) com base nas histórias que contam.

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“Who Am I? Narration and Its Contribution to Self and Identity” — disponível em