6 Só será permitido o uso de dicionário INGLÊS/INGLÊS.

Transcrição

1 Confira se os dados contidos na parte inferior desta capa estão corretos e, em seguida, assine no espaço reservado para isso. Se, em qualquer outro local deste Caderno, você assinar, rubricar, escrever mensagem, etc., será excluído do Exame. Este Caderno contém 5 questões discursivas referentes à Prova da Língua Estrangeira escolhida pelo candidato. Não destaque nenhuma folha. Se o Caderno estiver incompleto ou contiver imperfeição gráfica que impeça a leitura, solicite imediatamente ao Fiscal que o substitua. Será avaliado apenas o que estiver escrito no espaço reservado para cada resposta, razão por que os rascunhos não serão considerados. Escreva de modo legível, pois dúvida gerada por grafia, sinal ou rasura implica rá redução de pontos. 6 Só será permitido o uso de dicionário INGLÊS/INGLÊS. 7 Use exclusivamente caneta esferográfica, confeccionada em material transparente, de tinta preta ou azul. Em nenhuma hipótese se avaliará resposta escrita com grafite. 8 Utilize para rascunhos, o verso de cada página deste Caderno. 9 Você dispõe de, no máximo, três horas, para responder as 5 questões que constituem a Prova. 10 Antes de retirar-se definitivamente da sala, devolva ao Fiscal este Caderno. Assinatura do Candidato: UFRN Exame de Proficiência 2014_3 Inglês

2 As questões de 01 a 05, cujas respostas deverão ser redigidas EM PORTUGUÊS, referem -se ao texto abaixo. TURNING CULTURE UPSIDE DOWN: THE ROLE OF TRANSCULTURAL EDUCATION Jerry Aldridge Jennifer L. Kilgo Lois M. Christensen University of Alabama at Birmingham Approximately 50 years ago, the function of education with regard to culture was assimilation (Aldridge & Goldman, 2007), however, not even assimilation was advocated for all citize ns. The integration of African Americans and other minority ethnic groups into public schools was by no means a reality in the United States. The Civil Rights Movement was intensifying as 13 freedom riders traveled from Washington, D.C., to the Deep South, challenging segregation before they were arrested in Jackson, Mississippi allegedly for their own protection. Dr. Martin Luther King, Jr. advocated for nonviolent protests to right the vast injustices and the wrongs resulting from desegregation (McKinstry, 2011). As multicultural education became more popular, numerous misconceptions developed (Aldridge, Calhoun & Aman, 2000). In Europe, intercultural education arose from concerns that multicultural education failed to address entrenched deficit assumptio ns about minority groups (Miller & Petriwsyj, 2013, p. 253). Intercultural education began to distance itself from multicultural education (Gudykunst & Kim, 1984; Gundara & Portera, 2011). Intercultural educators explained they were different from multicu ltural educators. Intercultural education eventually became defined as education that promotes deep engagement with diverse cultures and worldviews to enrich children and society, rather than the celebration of differences and the co-existence of various cultural groups (Miller & Petriwsyj, 2013, p. 253). Intercultural education also has been criticized. According to Paul C. Gorski (2008), Despite unquestionably good intentions on the part of most people who call themselves intercultural educators, most intercultural education practice supports, rather than challenges, dominant hegemony, prevailing social hierarchies, and inequitable distributions of power and privilege (p. 515). Attempts to address these concerns and deficits have been made by Gorski. Many of the issues regarding both multicultural and intercultural education remain still. The purpose of this article is to explore the possibility of transcultural education as an alternative to multicultural and intercultural education and what that wo uld mean to educational practice. The term transcultural has been used sparingly in the professional literature with regard to educational practices. Like intercultural education, transcultural education has been used primarily in Europe, and most often with regard to nursing education (Cook, Sheerin, Bancel, & Rodrigues Gomes, 2012). A definitive definition of transcultural education has not been proposed. With multiple issues associated with both multicultural and intercultural education, however, a new p aradigm of transcultural education requires exploration. This article is divided into four broad sections. The first two sections are: (a) can transdisciplinary teaming contribute to the definition and practice of transcultural education? and (b) what doe s the trans in transcultural mean? The third discussion section raises questions regarding culture and individuality and their relationship to the purposes in education. Finally, the fourth section provides tentative conclusions to encourage a dialogue a nd debate about the future of transcultural education. Disponível em:< >. Acesso em: 6 out UFRN Exame de Proficiência 2014_3 Inglês Ciências Humanas e Sociais 1

3 Questão 1 Como se deu, de acordo com o texto, a intensificação do Movimento para os Direitos Civis? Questão 2 Explique a crítica de Gorski à educação intercultural. UFRN Exame de Proficiência 2014_3 Inglês Ciências Humanas e Sociais 2

4 Questão 3 Qual é o propósito do artigo explicitado no texto? Questão 4 Descreva qual o objetivo da terceira seção do texto e o papel da quarta seção, de acordo com o último parágrafo. UFRN Exame de Proficiência 2014_3 Inglês Ciências Humanas e Sociais 3

5 Questão 5 Traduza o fragmento textual abaixo no espaço reservado para isso. Seu texto deverá apresentar clareza e estar bem articulado tanto em termos estruturais quanto de sentido. Approximately 50 years ago, the function of education with regard to culture was assimilation, however, not even assimilation was advocated for all citizens. The integration of African Americans and other minority ethnic groups into public schools was by no means a reality in the United States.[ ] As multicultural education became more popular, numerous misconceptions developed. In Europe, intercultural education arose from concerns that multicultural education failed to address entrenche d deficit assumptions about minority groups. ESPAÇO DESTINADO AO TEXTO DEFINITIVO UFRN Exame de Proficiência 2014_3 Inglês Ciências Humanas e Sociais 4