Questões de Concurso

Discussions around teaching in a culturally sustaining manner in the English language arts classroom, specifically when teaching literary analysis, often address the need to incorporate multicultural literature so that students are exposed to stories told from diverse perspectives. However, the reality in many schools is that teachers do not have ownership over their curriculum in a way that allows them to choose which texts they should read and study with students. In this context, culturally sustaining teaching presents a difficult challenge. In this literature review, the author presents classroom strategies that apply a critical literacy lens to analysis of canonical literature as a way to create a place for culturally sustaining teaching within a prescribed curriculum.
ERVIN, J. Critically reading the canon: culturally sustaining approaches to a prescribed literary curriculum. Journal of adolescent & adult literacy, v. 65, n. 4, 2022 (adapted).

The abstract excerpt above points to a challenge faced by literature teachers in finding classroom procedures that ensure more culturally sustaining teaching considering limitations imposed by a prescribed curriculum.
In this context, which of the following examples of classes conducted in the scope of literary analysis would align with the approach advocated in the abstract?

AMOS, E.; CONDI, R. (Orgs.). Peacemakers: 6º Ano. 2 ed. São Paulo: Richmond, 2022.

Due to the spread of English in the 21st century to countries where it is neither a first nor an official language, its use is evident in various contexts, as illustrated in the textbook pictures above. A teacher could use this material to

Imagine a situation in which an English teacher has to deal with students’ diverse linguistic background knowledge and make them recognize and value the different English dialects and varieties, promoting a pluralistic view of English.

Considering this scenario, to foster an inclusive learning environment, the teacher should address the linguistic diversity and geopolitical aspects of English by

An Elementary School English teacher wants to create a didactic sequence based on the theme “social media”. The teacher decided to explore the following texts with her students, considering the principles of a critical approach and the principles proposed in the Base Nacional Comum Curricular (BNCC).

TEXT 1
News is irrelevant. Out of the approximately 10,000 news stories you have read in the last 12 months, name one that – because you consumed it – allowed you to make a better decision about a serious matter affecting your life, your career or your business. The point is: the consumption of news is irrelevant to you. But people find it very difficult to recognise what’s relevant. It’s much easier to recognise what’s new. The relevant versus the new is the fundamental battle of the current age. In reality, news consumption is a competitive disadvantage. The less news you consume, the bigger the advantage you have.

Available at: https://www.theguardian.com/. Accessed on: June 06, 2024 (adapted).

TEXT 2
What students are saying about how social media affects their body image?
By The Learning Network – March 31, 2022
As we regularly do when The Times writes about an issue that touches the lives of young people, we used our daily Student Opinion forum to ask teenagers to share their perspectives on social media and body image. Let’s see what students from Hanover Horton High School think about it:
Student: LB, Hoggard High School, Wilmington NC
“When I was in fifth grade, I got Instagram and, at first, I was obsessed… It was all so new, but eventually I realized there was “no harm”. I regret thinking that. I would follow all the celebrities my friends did [...]. I started to feel inadequate about the way I dressed and looked… Eventually, I couldn’t stand the unhappiness of it all and I deleted the app. At first it felt weird. I would turn my phone to check it and nothing was there, in the end I forgot about it and I am better because of it. Social media makes you feel like you are less than you are.”
Student: Alexis, Hanover Horton High School “I find that I encounter more body positive content than negative. The reason for this though depends who you follow and surround yourself with, and I make sure to surround myself and follow those who encourage me instead of putting me down. When I see body positive content on social media I find that it just makes me feel normal for the body I have. Positive content can show people that your body doesn’t define you.”
Available at: https://www.nytimes.com/. Accessed on: August 9, 2024 (adapted). *R1001202422* LETRAS - INGLÊS 23

TEXT 3

Available at: https://inglesnoteclado.com.br/. Accessed on: August 9, 2024.

The Base Nacional Comum Curricular (BNCC) objective that could be covered in such a teaching proposal is

A High School English teacher prepared an activity in order to engage students in critical reflection on the impact of social media on teenager’s lives and promote responsible digital citizenship. Initially, the teacher introduced the concept of responsible digital citizenship, stressing the importance of understanding both the positive and negative aspects of social media use. Then, students were divided into small groups and assigned specific aspects of social media impact to research, such as cyberbullying, body image and privacy concerns. Their task was to create presentations to share their findings with other groups, employing creative visual tools like infographics and incorporating real-life examples to reinforce their arguments.

Based on this case study, we can state that the approach used is communicative because the teacher