Voices Plus Rogério Tilio (organizador) Richmond Página 1 voices plus 3 rogério tilio



Download 8.79 Mb.
Page29/92
Date08.12.2018
Size8.79 Mb.
1   ...   25   26   27   28   29   30   31   32   ...   92
. Accessed on January 31, 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 [ ].

a Which elements may be considered in university admission processes worldwide?

Examinations, performance in secondary school, application with attached materials, demographic factors.

b Which of the elements mentioned in the text are present in the Brazilian university admission process?



Professor/a, espera-se que os/as estudantes mencionem que, entre os elementos mencionados no texto, os utilizados no Brasil são exames de admissão, avaliação seriada baseada no desempenho dos/as estudantes no Ensino Médio, testes para programas que demandam habilidades específicas e análise de dados demográficos (que podem alterar a nota de corte e gerar programas de ações afirmativas). Cabe lembrar que um número crescente de universidades admite como forma de ingresso a opção conhecida como Programa de Avaliação Seriada, que consiste na aplicação de provas específicas em cada ano do Ensino Médio e no aproveitamento da média final para o processo seletivo.

c Based on the text, which elements do you think could be added to the Brazilian university admission system in order to improve it?



Respostas pessoais.

d How does the Brazilian system deal with candidates from disadvantaged groups?



Professor/a, esta é uma oportunidade para discutir os sistemas de cotas nas universidades públicas. Sugere-se remeter os/as estudantes ao trecho da legislação apresentado no boxe da página seguinte.
Página 85

Lei nº 12.711, de 29 de agosto de 2012

[…]


“Art. 1º As instituições federais de educação superior vinculadas ao Ministério da Educação reservarão, em cada concurso seletivo para ingresso nos cursos de graduação, por curso e turno, no mínimo 50% (cinquenta por cento) de suas vagas para estudantes que tenham cursado integralmente o ensino médio em escolas públicas.

Parágrafo único. No preenchimento das vagas de que trata o caput deste artigo, 50% (cinquenta por cento) deverão ser reservados aos estudantes oriundos de famílias com renda igual ou inferior a 1,5 salário mínimo (um salário mínimo e meio) per capita.

Art. 2º (VETADO).

Art. 3º Em cada instituição federal de ensino superior, as vagas de que trata o art. 1º desta Lei serão preenchidas, por curso e turno, por autodeclarados pretos, pardos e indígenas, em proporção no mínimo igual à de pretos, pardos e indígenas na população da unidade da Federação onde está instalada a instituição, segundo o último censo do Instituto Brasileiro de Geografia e Estatística (IBGE).



[…]”

Excerpt from the text available at . Accessed on February 12, 2016.



e Read this chart on the number of bachelor’s degrees received by gender in STEM (Science, Technology, Engineering and Math) courses in the United States. Why do you think fewer women than men opt for these courses? Is this difference also present in Brazil?Respostas pessoais.

AAUW.ORG/REPRODUCTION

Source: National Science Foundation, Division of Science Resources Statistics, 2009, Women, minorities, and persons with disabilities in science and engineering: 2009 (NSF 09-305) (Arlington, VA), Tables C-4 and C-5.

HILL, C.; CORBETT, C.; ST ROSE, A. Why So Few? Women in Science, Technology, Engineering and Mathematics. Washington, DC: AAUW, 2010, p. 10. Available at . Accessed on March 14, 2016.

400,000

350,000


391,777

9,157


4,268

12,965 632

350,465

20,482


3,096

2,750 7,569

20,878

38,919


Number of Students

300,000


250,000

200,000


28,974

40,809


46,641

41,114


32,032

53,869


Computer science AB

Physics C - Electricity and magnetism

Computer science A Physics C - Mechanics

150,000


100,000

90,867 64,686

Physics B Calculus BC Environmental science Chemistry Biology

50,000 108,249

0 Girls

Boys


114,285

Calculus AB


Página 86

LINGUISTIC LITERACY

From high school to the job market

Ciências Humanas

1 What are your future plans after graduating from high school?



Respostas pessoais.

2 What paths can a person follow after high school? How hard do you think it is to make a decision? Respostas pessoais.



3 Read a text about possibilities after high school in the United States. Which one does not totally apply to the Brazilian context?

Attend community college or vocational school. Professor/a, seria possível comparar “community college” e “vocational school” a cursos de extensão, cursos profissionalizantes, cursos técnicos e até de tecnólogo (por ser mais mencionado no texto, os créditos de tais cursos geralmente não podem ser utilizados curto que o tradicional curso universitário de quatro anos) do Brasil. No entanto, ao contrário do que é em uma graduação. Durante a leitura do texto, é importante problematizar com os/as estudantes todas as possibilidades, inclusive chamando a atenção para alguns aspectos que, apesar de não serem mencionados no texto, podem estar relacionados a algumas delas (como o tráfico de pessoas, muitas vezes atrelado a “irrecusáveis” promessas de emprego no exterior).

QUINTCAREERS.COM/REPRODUCTION



By Randall S. Hansen, Ph.D.

I have been empowering people my entire adult life -focused on helping them lead better lives.

“As a former college professor, I see the drive for most students to complete a college education. I’m not sure how many would be in college if not for the pressure and expectations from family members, and while that is good for some students, others obviously might be better off pursuing options other than college. The reality is that college is not for everyone — nor is it truly needed for everyone — and forcing teens to attend college only to have them flunk out is doing a disservice to them.

A generation or two ago high-school graduates rarely went on to college, yet somehow through the years, college has almost become a rite of passage for teens to pass into adulthood and a good career. But teens do not need to attend college to become adults and they certainly do not need to attend to land a good career.

Education is critical; college is not. There are numerous careers — in healthcare, technology, operations, transportation, and the building trades — that do not require a four-year degree. And as you advance in these careers, there is also nothing stopping you from pursing a college degree at a later age — when it better suits you; some people are just not ready for college until a little later in life.

So, if you are not college-bound after high school, what are some of your alternatives? Learn a Trade

Apprenticeships, at one time, were the only way for young people to get a foot in the door to their careers.


Página 87

If you have an interest in a particular trade, such as technology or construction, seek out jobs in the trade that will not only give you valuable experience but guide you toward advancement by helping you with the certifications or licenses you need to succeed. For example, one high-school graduate worked for a pool construction company for several years, learning every aspect of the business before earning her swimming pool contractors license and starting her own business. Another tool to learning a trade is to obtain your certification in that field. […]



Get a Job

Nothing helps more with that transition to adulthood than holding down a full-time job. Your goal should be to move away from the companies that typically hire teens for part-time work to employers that can provide a future. Often larger employers have more opportunities, so start your search there. Also identify employers whose product or service interests you and whose culture you respect. For example, the person who started working for [a company] in the mailroom because he knew it would be a foot in the door, and now, years later, still with just a high school education, is a highly valued member of the company’s corporate technology staff. […]



Volunteer

While you are trying to find your place in the world, why not spend those first few years after high school making a difference? While you may be familiar with the Peace Corps, they actually prefer college graduates, so you might instead consider looking locally to make a difference or consider such national programs as Americorps, which offers 17-24 year-olds the chance to make a difference through a national network of hundreds of programs throughout the U.S., as well as the Student Conservation Association, which has conservation programs (jobs and internships) throughout the U.S. for adults 18 or older.



Travel

If all you can think about is getting out of your town and exploring some other part of the world, then traveling may be for you. Traveling to one or more foreign countries is a great way to experience other cultures, learn more about yourself, and equip yourself with cultural knowledge to apply in the global economy. If you have some money, you can find innovative and cheap ways to explore the world. If you don’t have the money, look into student exchange programs, employment on cruise ships, or becoming an au pair or nanny for a family in another country. […]



Attend Community College or Vocational School

A great way to ease into college and explore more about who you are and what you want to do in life is taking one or more classes at your local community (or technical) college. Classes are cheaper and admission much easier — and many students work at least part-time to pay their way. You can either take a few classes, follow a [diploma] or certification track, or advance toward your associate’s degree. Many community colleges have agreements with four-year colleges, so that if you decide college IS right for you, you can then transfer those credits. […]



Join the Military

While not always a popular — or safe choice —, joining the military is often a great way to learn more about yourself. Joining the military offers you a chance to serve your country, make a career in the service, and/or earn money toward a future college education. You’ll also earn valuable work experience that you can apply to civilian jobs once you get discharged. […]”

Available at . Accessed on March 13, 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 [ ].
Página 88

4 According to the text, is entering college or university the only possible way to succeed in life?



No. Going to college is just one option among others. Professor/a, é importante que os/as estudantes percebam que a sociedade também necessita de diversas profissões que não requerem formação de nível superior e que, sem esses/essas profissionais, ela não se mantém.

5 Some jobs do not require college education, but they are essential for society. Look at the occupations in the box. Which of the career possibilities mentioned in the text do they belong to?



Learn a trade.

carpenter / electrician / master builder / mechanic / plumber / refrigeration technician

6 Which other possibilities are there in the Brazilian context?

Respostas possíveis: public service occupations. Professor/a, prestar um concurso para ser servidor/a público/a é uma possibilidade de carreira presente na vida de muitos/as brasileiros/as e, em geral, bastante democrática, pois há possibilidades de carreira para todos os níveis de educação.

7 Which of the possible alternatives would you like to try when you finish high school?



Respostas pessoais.

WRITING LITERACY

Writing a résumé

Professor/a, o currículo apresentado nesta atividade é autêntico e foram mantidas aqui as menções a empresas e marcas de software por se julgar que elas constituem parte essencial de um currículo. A presença da aparente propaganda na atividade 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 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

Download 8.79 Mb.

Share with your friends:
1   ...   25   26   27   28   29   30   31   32   ...   92




The database is protected by copyright ©sckool.org 2020
send message

    Main page