NÚCLEO DE TECNOLOGIA EDUCACIONAL PARA A SAÚDE UNIVERSIDADE FEDERAL DO RIO DE JANEIRO PROVA DE SELEÇÃO CURSO DE DOUTORADO EDUCAÇÃO EM CIÊNCIAS E SAÚDE PROVA DE INGLÊS O objetivo desta prova é avaliar o conhecimento de língua inglesa dos candidatos ao Programa de Pós-graduação em Educação em Ciências e Saúde, nível Doutorado, Turma 2006. Esta prova é composta de duas questões 1. Compreensão de texto. 2. Tradução de texto. Atenção! a) O tempo de duração da prova é de 03 (três) horas. b) É permitido consultar dicionário. c) O candidato deve assinar esta folha onde estão formuladas as questões, colocando também seu o número de inscrição (vide lista de presença). d) Solicitamos colocar o número da questão, o número de ordem e rubricar cada uma das folhas utilizadas para responder às questões. BOA SORTE!!!
QUESTÃO 1: COMPREENSÃO DE TEXTO Needed concepts and techniques for utilizing more fully the potential of evaluation Considered broadly, evaluation is the discovery of the nature and worth of something. In relation to education, we may evaluate students, teachers, curriculums, administrators, systems, programs and nations. The purposes for our evaluation may be many, but always, evaluation attempts to describe something and to indicate its perceived merits and shortcomings. Evaluation is not a search for cause and effect, an inventory of present status, or a prediction of future success. It is something of all of these but only as they contribute to understanding substance, function, and worth. Evaluation in education occasionally features normative distributions of student achievement, self-study of curriculums by members of a local school faculty, and experimental comparisons of new and old instructional treatments. But the preponderance of evaluation features informal, intuitive monitoring by teachers, students, and administrators. Evaluation reports, unfortunately, usually tell little more than that the work proposed was com. pleted, that the complaints of the staff were justified, and that there were greater differences within groups of students (or schools or curriculums) than there were between the groups. Most evaluation reports give only the participants some notion of what occurred; the outsider gains little insight. Most formal reports avoid explicit subjective judgments by insiders and outsiders as if they were evil. Educators and. laymen alike cannot now visualize and explain what is happening in our classrooms. Part of the reason for this failing is our inability to share perceptions and measurements. Part is our lack of motivation to share
them. What should be told? What should be shared? Our needs are not only procedural; we need also a commitment to full and accurate reporting. Robert E. Stake and Terry Denny. Educational Evaluation: Theory and Practice. Wadsworth Publishing California Company-1973 1) Qual a crítica feita pelos autores dos processos usuais de avaliação? 2) O que deve, segundo os autores, caracterizar necessariamente um processo de avaliação?
3) Por que, segundo os autores, há dificuldades para educadores e leigos compreenderem o que se passa nas salas de aula?
QUESTAO 2: TRADUÇÃO DE TEXTO Problems of Definition: What is Work? It is more than just a pedantic requirement that this chapter begins by trying to answer the most basic of questions: what is work? One of the ways of distinguishing between them is via Arendt's (1958) opposition between 'labour' and 'work': labour is bodily activity designed to ensure survival in which the results are consumed almost immediately, work is the activity undertaken with our hands which gives objectivity to the world. A major difficulty with Arendt's approach, however, is that in many industrial societies very little activity generates products for immediate consumption, whereas in some hunter-gatherer societies very little activity generates material artefacts that give objectivity to the world. Perhaps more conventionally, work has been imputed with transformative capacity - an activity which alters nature - while an occupation is something which locates individuals within some form of market (Brown, 1978: 56). Yet those who are unemployed, that is no longer within the labour market, very often consider themselves as retaining whatever notion of occupation they previously had, so that the status of occupation, perhaps, may be divorced from the practice of that occupation; but neither the status nor practice of an occupation are the sine qua non of work. The sociology of work Keith Grint Ed. Blackwell Published Ltda1991-