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9o ANO4o TERMO
Educação de Jovens e Adultos (EJA) – Mundo do Trabalho: Arte, Inglês e Língua Portuguesa: 9o ano/4o termo do Ensino Fundamental. São Paulo: Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia (SDECT), 2013.il. (EJA – Mundo do Trabalho)
Conteúdo: Caderno do Estudante. ISBN: 978-85-65278-92-8 (Impresso) 978-85-65278-86-7 (Digital)
1. Educação de Jovens e Adultos (EJA) – Ensino Fundamental 2. Artes – Estudo e ensino 3. Língua Inglesa – Estudo e ensino 4. Língua Portuguesa – Estudo e ensino I. Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia II. Título III. Série.
CDD: 372
FICHA CATALOGRÁFICA
Sandra Aparecida Miquelin – CRB-8 / 6090Tatiane Silva Massucato Arias – CRB-8 / 7262
A Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia autoriza a reprodução do conteúdo do material de sua titularidade pelas demais secretarias do país, desde que mantida a integridade da obra e dos créditos, ressaltando que direitos autorais protegidos* deverão ser diretamente negociados com seus próprios titulares, sob pena de infração aos artigos da Lei no 9.610/98.
*Constituem “direitos autorais protegidos” todas e quaisquer obras de terceiros reproduzidas neste material que não estejam em domínio público nos termos do artigo 41 da Lei de Direitos Autorais.
Nos Cadernos do Programa de Educação de Jovens e Adultos (EJA) – Mundo do Trabalho são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas. Todos esses endereços eletrônicos foram verificados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia não garante que os sites indicados permaneçam acessíveis ou inalterados, após a data de consulta impressa neste material.
Geraldo AlckminGovernador
Rodrigo Garcia Secretário
Nelson Baeta Neves Filho Secretário-Adjunto
Maria Cristina Lopes Victorino Chefe de Gabinete
Ernesto Masselani NetoCoordenador de Ensino Técnico, Tecnológico e Profissionalizante
SECRETARIA DA EDUCAÇÃO
Herman VoorwaldSecretário
João Cardoso Palma FilhoSecretário-Adjunto
Fernando Padula NovaesChefe de Gabinete
Maria Elizabete da CostaCoordenadora de Gestão da Educação Básica
Fundação do Desenvolvimento Administrativo – Fundap
Wanderley Messias da Costa
Diretor Executivo
Márgara Raquel Cunha
Diretora de Políticas Sociais
Coordenação Executiva do Projeto
José Lucas Cordeiro
Coordenação Técnica
Impressos: Selma Venco
Vídeos: Cristiane Ballerini
Equipe Técnica e PedagógicaAna Paula Alves de Lavos, Clélia La Laina, Dilma Fabri Marão Pichoneri, Emily Hozokawa Dias, Fernando Manzieri Heder, Laís Schalch, Liliana Rolfsen Petrilli Segnini, Maria Helena de Castro Lima, Odair Stephano Sant’Ana, Paula Marcia Ciacco da Silva Dias e Walkiria Rigolon
AutoresArte: Carolina Martins, Eloise Guazzelli, Emily Hozokawa Dias e Laís Schalch. Ciências: Gustavo Isaac Killner. Geografia: Mait Bertollo. História: Fábio Luis Barbosa dos Santos. Inglês: Eduardo Portela. Língua Portuguesa: Claudio Bazzoni e Giulia Mendonça. Matemática: Antonio José Lopes. Trabalho: Selma Venco.
Fundação Carlos Alberto Vanzolini
Antonio Rafael Namur Muscat
Presidente da Diretoria Executiva
Alberto Wunderler Ramos
Vice-presidente da Diretoria Executiva
Gestão de Tecnologias aplicadas à Educação
Direção da Área
Guilherme Ary Plonski
Coordenação Executiva do Projeto
Angela Sprenger e Beatriz Scavazza
Gestão do Portal
Luiz Carlos Gonçalves, Sonia Akimoto e
Wilder Rogério de Oliveira
Gestão de Comunicação
Ane do Valle
Gestão EditorialDenise Blanes
Equipe de Produção Assessoria pedagógica: Ghisleine Trigo Silveira
Editorial: Adriana Ayami Takimoto, Airton Dantas de Araújo, Amanda Bonuccelli Voivodic, Beatriz Chaves, Beatriz Ramos Bevilacqua, Bruno de Pontes Barrio, Camila De Pieri Fernandes, Carolina Pedro Soares, Cláudia Letícia Vendrame Santos, Lívia Andersen França, Lucas Puntel Carrasco, Mainã Greeb Vicente, Patrícia Pinheiro de Sant’Ana, Paulo Mendes e Tatiana Pavanelli Valsi
Direitos autorais e iconografia: Aparecido Francisco, Beatriz Blay, Fernanda Catalão, Juliana Prado, Olívia Vieira da Silva Villa de Lima, Priscila Garofalo, Rita De Luca e Roberto PolacovApoio à produção: Luiz Roberto Vital Pinto, Maria Regina Xavier de Brito, Valéria Aranha e Vanessa Leite Rios
Projeto gráfico-editorial: R2 Editorial e Michelangelo Russo (Capa)
CTP, Impressão e Acabamento
Imprensa Oficial do Estado de São Paulo
Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia
Coordenação Geral do ProjetoJuan Carlos Dans Sanchez
Equipe TécnicaCibele Rodrigues Silva, João Mota Jr. e Raphael Lebsa do Prado
Concepção do programa e elaboração de conteúdos
Gestão do processo de produção editorial
Caro(a) estudante,
É com grande satisfação que a Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia, em parceria com a Secretaria da Educação do Estado de São Paulo, apresenta os Cadernos do Estudante do Programa Educação de Jovens e Adultos (EJA) – Mundo do Trabalho, em atendimento a uma justa rei-vindicação dos educadores e da sociedade. A proposta é oferecer um material pedagógico de fácil compreensão, para complementar suas atuais necessidades de conhecimento.
Sabemos quanto é difícil para quem trabalha ou procura um emprego se dedi-car aos estudos, principalmente quando se retorna à escola após algum tempo.
O Programa nasceu da constatação de que os estudantes jovens e adultos têm experiências pessoais que devem ser consideradas no processo de aprendi-zagem em sala de aula. Trata-se de um conjunto de experiências, conhecimen-tos e convicções que se formou ao longo da vida. Dessa forma, procuramos respeitar a trajetória daqueles que apostaram na educação como o caminho para a conquista de um futuro melhor.
Nos Cadernos e vídeos que fazem parte do seu material de estudo, você perceberá a nossa preocupação em estabelecer um diálogo com o universo do trabalho. Além disso, foi acrescentada ao currículo a disciplina Trabalho para tratar de questões relacionadas a esse tema.
Nessa disciplina, você terá acesso a conteúdos que poderão auxiliá-lo na procura do primeiro ou de um novo emprego. Vai aprender a elaborar o seu currículo observando as diversas formas de seleção utilizadas pelas empresas. Compreenderá também os aspectos mais gerais do mundo do trabalho, como as causas do desemprego, os direitos trabalhistas e os dados relativos ao mercado de trabalho na região em que vive. Além disso, você conhecerá algumas estra-tégias que poderão ajudá-lo a abrir um negócio próprio, entre outros assuntos.
Esperamos que neste Programa você conclua o Ensino Fundamental e, pos-teriormente, continue estudando e buscando conhecimentos importantes para seu desenvolvimento e para sua participação na sociedade. Afinal, o conheci-mento é o bem mais valioso que adquirimos na vida e o único que se acumula por toda a nossa existência.
Bons estudos!
Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia
Secretaria da Educação
Sumário
Arte .........................................................................................................................................7Unidade 1
Música e cultura popular brasileira 9
Unidade 2 Cinema e música 27
Unidade 3 Desenho como expressão 47
Unidade 4 A arte de criar esculturas 67
Inglês ................................................................................................................................ 85
Unit 1 Life narratives 87
Unit 2 The Internet and the world of work 99
Unit 3 Professions of the future 109
Unit 4 Other horizons in the world of work 119
Língua Portuguesa ........................................................................................127
Unidade 1 Texto teatral: a palavra encena 129
Unidade 2 As opiniões no mundo 151
Unidade 3 Poetas e cantadores: na trilha do cordel 177
Unidade 4 O mundo da Ciência, a Ciência do mundo 191
Unidade 5 Textos sobre textos: o essencial e o acessório na escrita de resumos 213
English
Caro(a) estudante,
Você está iniciando a disciplina Inglês do 9o ano/4o termo do Programa EJA – Mundo do Trabalho.
Neste Caderno, você continuará a expandir seu repertório em inglês, aprenderá novas palavras e discutirá temas relevantes ao mundo do trabalho, de modo a ampliar sua capacidade leitora.
A Unidade 1 retratará as vidas de João Cândido, Margarida Maria Alves e Chico Mendes, pessoas importantes que lutaram por melhores condições nas rela-ções de trabalho. Por meio da biografia dessas personalidades, você poderá refletir sobre questões relevantes aos direitos humanos e dos trabalhadores.
A Unidade 2 tratará da história da internet, do seu surgimento e da sua finalidade. Além disso, abordará as consequências de sua criação e expansão, como também a maneira como ela altera o dia a dia das pessoas. Você ainda terá a chance de estudar algumas implicações da internet sobre o trabalho, como o aparecimento de novas atividades profissionais relacionadas a essa tecnologia e o crescimento da educação a distância.
A Unidade 3 enfocará algumas ocupações extintas e profissões do futuro, as quais têm sido consideradas promissoras por especialistas do mercado de trabalho. Nessa Unidade, você poderá discutir os fatores que contribuem para o surgimento desses novos campos de atuação.
A Unidade 4 abordará novos horizontes profissionais que estão crescendo atualmente, como o empreendedorismo e o cooperativismo. Você também conhecerá o co-working e refletirá sobre suas vantagens e desvantagens para o trabalhador.
Bons estudos!
9o ANO 4o TERMO
Unit
1 Life narratives
Nesta Unidade, você conhecerá alguns brasileiros que contribuí-ram para o processo de humanização no mundo do trabalho: João Cândido, Margarida Maria e Chico Mendes. Vai conhecer as biogra-fias dessas personalidades e como cada uma delas, com os meios que tinham disponíveis, contribuiu para a luta de trabalhadoras e traba-lhadores do Brasil e do mundo.
For startersIn group up to four people, answer the following questions:
• Have you ever read a biography? What kind of information is usually found in a life narrative?
• In your opinion, who most contributed to a positive change in the world of work in your country? Why?
Activity 1 Reading on vacation
1. Read the following dialogue between Anderson and Gláucia in silence. There is a “keywords box” at the end of the text. Make sure to add new words in your glossary.
Língua Portuguesa7o ano/2o termo Unidades 1 e 2
(After 15 days of vacation, Anderson meets Gláucia at the Star Clean lobby.)GLÁUCIA — Hi, Anderson. How are you? It’s been a long time since we last saw each other!ANDERSON — Hi, Gláucia! It’s been a long time, hmm... Since I left for my vacation. I’m fine, and you?GLÁUCIA — I’m all right. Tell me, did you enjoy your vacation?ANDERSON — Yes, I enjoyed it very much. I really love going to the beach. You know, I really like to read on
the beach. It’s very nice.GLÁUCIA — Wow, Anderson, I’m very impressed!ANDERSON — Oh, are you? Why?GLÁUCIA — (laughing) Don’t get me wrong, I just thought you would prefer to rest, you had a busy year!ANDERSON — Yeah, right... But I don’t get tired when I read. For me, reading is relaxing.GLÁUCIA — I know what you mean, I love reading too.ANDERSON — Really? I’m impressed!(They both laugh for a moment.)GLÁUCIA — And what book did you read during your vacation?ANDERSON — I read a very interesting book about Brazilians who fought for better working conditions.GLÁUCIA — Really? Tell me about it, I want to know it all!ANDERSON — OK, I will tell you, don’t worry...
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João Cândido: the black admiral
João Cândido Felisberto was born in Rio Grande do Sul´s countryside, on June 24th, 1880. He was one of the eight children of Inácia Felisberto and João Cândido Felisberto, a former slave who worked in a farm.
At the age of 15, João Cândido was forced to join the Navy as punishment for an act of insubordination. Five years later, he turned into an instructor of sailor apprentices and participated in several international missions. By the age of 29, he was a first-class sailor.
both ambos
busy year ano cheio, ano ocupado
don’t get me wrong não me leve a mal
each other um ao outro
to get tired ficar cansado, cansar-se
Keywords box
2. Now that you have read the dialogue in silence, practice it a few times out loud with a partner. The teacher will choose a pair of volunteers to perform it to the rest of the class.
Activity 2 The story of a brave Brazilian sailor
1. Before you read the text, pay close attention to the pictures and their captions. Then discuss the following questions in pair:
a) Who do you think João Cândido was?
b) In your opinion, what was the Revolt against the Lash?
2. Now read the following text silently.
Língua Portuguesa6o ano/1o termo
Unidades 2 e 3
João Cândido (on the right side) in Rio de Janeiro, 1910.
© A
cerv
o Ic
onog
raph
ia/R
emin
iscên
cias
IN 1912 (IN + year)IN November (IN + month)ON June 24th (ON + date)AT 10 o’clock (AT + time)AT nightIN the morningIN the afternoon
Pay attention
I know what you mean eu sei o que você quer dizer
it’s been a long time faz muito tempo
to meet encontrar
to prefer/would prefer preferir/preferiria
vacation férias
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English – Unit 1
Acer
vo G
.Erm
akoff
Cas
a Ed
itoria
l
At the beginning of the 20th century, physical punishments against sailors – similar to those inflicted on slaves before the Abolition of Slavery – were common practice in the Navy.
[Ing_9o_U1_004]
The insurgents waiting for the new commander in Rio de Janeiro, 1910.
The image reproduces a public punishment against a sailor witnessed by João Cândido and his fellows.
© Jo
ão P
irolla
João Cândido and his fellow sailors witnessed many public whipping sessions with growing indignation. On November 21st at night, a sailor was submitted to 250 whippings, fact that set off a movement called “Revolt against the Lash”, with João Cândido as its leader. On November 22nd, by orders of João Cândido, the battleship “Minas Gerais” gave a signal for the beginning of the uprising. A radio station from Morro da Babilônia received the first message from the insurgents:
We do not want the whip again. We ask this from the President of the Republic, from the Minister for the Navy. We want an answer now and now. In case we don’t get one, we will bomb cities and ships which do not revolt. Signed: “São Paulo”, “Bahia” and “Minas Gerais” garrisons (apud Passos, 2008).
The revolt was brutally repressed by the government. The few sailors who survived were forced to board a ship named “Satellite” to the Amazon region and work as rubber tappers. João Cândido and 17 other sailors were jailed, without water or food. In addition, quicklime was poured inside their cells with the excuse of “cleaning” them. After about two days, only two sailors survived: one of them was João Cândido, who was later admitted to a psychiatric hospital by Navy orders.
English – Unit 1
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Keywords box
to acquit/acquitted
admiral
amnesty
battleship
countryside
to expel/expelled
former slave
garrison
to grant/granted
to inflict/inflicted
to jail/jailed
absolver, inocentar/ absolvido, inocentado
almirante
anistia
navio de guerra
interior
expulsar/expulso
ex-escravo
guarnição
conceder/concedeu
impor/imposto
prender/preso
The modern Brazilian oil tanker João Cândido named to his homage.
© E
udes
San
tana
/Tra
nspe
tro
Top tips
João Cândido is remembered until this day. In his honour, in 1973 composers João Bosco and Aldir Blanc wrote a song entitled O mestre- -sala dos mares in reference to the Revolt against the Lash, despite attempts of the military dictatorship to censor the lyrics.
In 1912, he was tried and acquitted for his leadership in the Revolt against the Lash. Despite his acquittal, he was expelled from the Navy with no money and only the clothes on his body. João Cândido lived in poverty until 1969, when he died aged 88. In 2008, the Navy granted him post-mortem amnesty, and in 2010, 100 years after the revolt, an oil tanker was named to his homage.
Referências
PASSOS, Eridan. João Cândido: o herói da ralé. São Paulo: Expressão Popular, 2008. Tradução: Eduardo Portela.
SALATIEL, José Renato. Revolta da Chibata – 100 anos. UOL Educação. Disponível em: <http://educacao.uol.com.br/atualidades/teste/revolta-da-chibata---100-anos-marinheiros-exigem-tratamento-justo.jhtm>. Acesso em: 29 abr. 2013.
lash
Navy
oil tanker
punishment
quicklime
rubber tapper
sailor
to survive/survived
to try/tried
uprising
whipping, whip
to witness/witnessed
chibata
Marinha
petroleiro
castigo
cal virgem
seringueiro
marinheiro
sobreviver/sobreviveram
julgar/julgado
motim
açoitamento, chibata
testemunhar/testemunharam
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English – Unit 1
3. Answer the following questions:
a) Now that you have already read the text, who was João Cândido? What was his role in the revolt mentioned in the text?
b) What did the sailors demand? How did they try to achieve their objectives?
c) What did the government do to end the revolt?
d) And nowadays, what is the government reaction to popular and labor movements?
English – Unit 1
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4. Share your opinion about the Revolt against the Lash with your classmates. Your teacher will mediate the discussion. Make sure to help set and respect rules for the debate.
Here are some examples of sentence patterns that can help you:
5. Add the new words in your glossary.
Activity 3 Margarida Maria, the first female president of a trade union
1. Now you will read a short biography of Margarida Alves. What do you expect to find in the text based on the title of this activity?
2. Read the text in silence.
• May I have the word, please?
• I agree with Juliana/I don’t agree with Juliana.
• I partially agree with Paulo.
• I think that.../I don’t think that...
Margarida Maria and the March of the Daisies
Margarida Maria Alves was born in Alagoa Grande, Paraíba, in 1943. Mother and wife, she was also a hard worker, both as a peasant and as a lace maker.
She was the first female president of a trade union, the Union of Rural Workers of Alagoa Grande. She fought to guarantee the rights of the peasants in her town, like the 13th salary, annual vacation and the 8-hour work day.
As the leader of the union, she filed 73 work claims against sugarcane mills without ever losing a single one. She was also responsible for founding a Centre for the Education and Culture of the Peasant Worker.
One of these claims was against the son of a farmer who had beaten a crippled old woman who lived in his property.
Margarida and the union won the claim and the farmer was forced to pay 2 million and 300 thousand cruzeiros to the old woman and the union.
The farmer threatened Margarida by saying that “she could receive the money, but she wasn’t going to spend it”.
Margarida Maria Alves was constantly threatened during her term as union president because of her efforts to promote citizenship, access to rights and information, and for her help in strengthening family agriculture and the empowerment of women for better conditions in the fields.
Acer
vo d
e fa
míli
a
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English – Unit 1
Ac
ervo
de
fam
ília
She was brutally murdered in August, 1983, at the door step of her house while she was watching her son play in the street.
Margarida’s coward murder is not to be forgotten. Since 2000, thousands of women have gathered in a march called “March of the Daisies” (“Marcha das Margaridas”). In 2011, more than 70 thousand women marched to Brasília to demand better conditions for rural workers and to end the violence in land conflicts.
March of the Daisies in Brasília, 2011.
© E
dilso
n Ro
drig
ues/
CB/D
.A P
ress
Margarida Maria’s speech to workers, probably on May 1st, the International Worker’s Day.
Referência
WOORTMANN, Ellen F.; HEREDIA, Beatriz; MENASHE, Renata (Orgs.). Margarida Alves: coletânea sobre estudos rurais e gênero. Brasília, DF: MDA/IICA, 2006. NEAD especial. Disponível em: <http://www.mda.gov.br/portal/dpmr/arquivos/view/livro_Margarida_Alves_I_Colet%C3%A2nea_Sobre_estudos_Rurais_e_G%C3%AAnero.pdf>. Acesso em: 29 abr. 2013.
Did you know?The Brazilian currency has changed both in denomination and value according to economic situations. Cruzeiro was the currency from 1942 to 1967. From 1967 to 1970 the currency changed into Cruzeiro Novo and from 1970 to 1986 turned back into Cruzeiro again.
These are the currencies issued by the Central Bank (Banco Central) from that period to the present time:
• Cruzeiro (Cr$): from 1942 to 1967
• Cruzeiro Novo (NCr$): from 1967 to 1970
• Cruzeiro (Cr$): from 1970 to 1986
• Cruzado (Cz$): from 1986 to 1989
• Cruzado Novo (NCz$): from 1989 to 1990
• Cruzeiro (Cr$): from 1990 to 1993
• Cruzeiro Real (CR$): from 1993 to 1994
• Real (R$): from 1994 to the present time
Our first currency was launched in the beginning of the 19th century, the Réis (Rs$).
ReferênciaBANCO Central do Brasil. Museu de valores: cédulas e moedas brasileiras. Disponível em: <http://www.bcb.gov.br/?MUSEU>. Acesso em: 29 abr. 2013.
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3. Answer the following questions in your own words:
a) Who was Margarida Maria Alves?
b) What were her contributions to rural workers in Brazil?
Keywords box
to beat/ had beaten
espancar/tinha espancado
both... and tanto... quanto
claim queixa, processo
crippled aleijado(a)
to demand exigir
doorstep degrau da porta, soleira
empowerment empoderamento
to file/filed dar entrada/deu entrada
to forget/forgotten esquecer/esquecido
for founding por fundar
to gather/gathered reunir-se/reuniram-se
lace maker rendeira
peasant camponês/camponesa
to spend gastar
strengthening fortalecimento
to threaten/ threatened
ameaçar/ ameaçado
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English – Unit 1
c) How did she die? Why was she murdered?
d) Do you know any other people who were murdered for defending similar causes?
e) What is the “March of the Daisies”? What are its demands?
4. The teacher will start reading the text Margarida Maria and the March of the Daisies out loud. When he/she is finished, he/she will choose a volunteer to continue reading. After a few sentences, the teacher will choose another volunteer. Pay attention to pronunciation corrections and other explanations that your teacher will make.
Activity 4 Chico Mendes’ story
1. The following text is about another person who influenced the world of work in Brazil. Read it silently. It is about Chico Mendes, a rubber tapper who organized workers to struggle for better conditions while preserving the Amazon forest. Use the “keywords box” at the end of the text to understand the meaning of new words and expressions.
English – Unit 1
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Chico Mendes
Francisco Alves Mendes Filho was born in Xapuri, southeastern Acre, on December 15th, 1944. His father was a rubber tapper and, for this reason, Chico Mendes started rubber tapping when he was only nine years old. Mendes only learned how to read and write in adult life because landowners did not allow schools in their land until 1970.
Mendes decided to organize workers after noticing their poor conditions and the destruction of the forest caused by timber producers and cattle farmers. These two activities – logging and cattle farming – represented a menace to rubber tappers because they destroyed the most important resource for these workers: rubber trees.
The union movement in Acre was started by Mendes with the Union of Rural Workers of Brasileia. At that period, he also was able to get elected town councilor in 1977, at the height of the military dictatorship (1964-1985).
Chico Mendes at work in Xapuri, 1988.
Logs illegally extracted in the Amazon region.
Referências
BIOGRAFIA de Francisco Alves Mendes Filho “Chico Mendes”. Instituto Chico Mendes. Disponível em: <http://www.chicomendes.org.br/Biografia/bio.html>. Acesso em: 29 abr. 2013.
CHICO Mendes – líder sindical seringalista, ativista ambiental brasileiro. UOL Educação. Disponível em: <http://educacao.uol.com.br/biografias/chico-mendes.jhtm>. Acesso em: 29 abr. 2013.
© C
arlo
s Rug
gi/A
E
© R
odrig
o Ba
leia
/Fol
hapr
ess
Keywords box
to allow permitir
at the height no auge
to be able to/was able to
ser capaz de/foi capaz de
cattle farmer pecuarista
cattle farming criação de gado, pecuária
environmentalist ambientalista
landowner proprietário de terra
logging atividade madeireira
rubber tree seringueira
timber producer madeireiro
town councilor vereador
unionist sindicalista
In 1979, he was accused of “subversion”. Secretly jailed and tortured, Mendes could not reveal what he went through during the interrogations because of the risk of getting killed.
One year later, he was jailed again, this time with the false accusation of murdering a farmer.
Like Margarida Maria Alves, Chico Mendes was also brutally murdered in 1988 at his doorstep. Chico Mendes was an environmentalist and unionist who contributed to the humanization of work conditions and to the preservation of the Amazon forest. He is remembered worldwide for his struggle until the present time.
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English – Unit 1
2. In pair or trio, discuss the following questions and answer them based on the text:
a) Where and when was Chico Mendes born?
b) Why did Mendes start to organize the rubber tappers?
c) Like João Cândido, Chico Mendes was also jailed. In your opinion, what are the similarities between both cases?
3. Now that you have known Chico Mendes’ story, the teacher will select some volunteers to conduct the reading aloud.
Activity 5 Important people
1. After reading three stories of Brazilians who contributed to the humanization of work and to the struggle for human rights, get together in group of four and discuss: How different were the lives of these three Brazilians? How similar were they?
Top tips
In his album Flowers in the dirt (1989), Paul McCartney, one of the famous Beatles, includes the song How many people as a tribute to Chico Mendes. You can hear a part of it on the official site of the artist. Disponível em: <http://www.paulmccartney.com/albums/songs/165 04-how-many-people>. Acesso em: 30 abr. 2013.
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2. Research about a person or a group of people who helped to change the world of work in different countries. You can use the following topics as guidelines for your research:
• Name of the person/people.
• Date and place of birth.
• Nature of contribution to workers.
Take notes in your notebook to share your findings with your classmates.
You studied
In this Unit, you have read about three people who helped to transform work relations in Brazil. By reading the life story of João Cândido, Margarida Maria and Chico Mendes, you could expand your vocabulary and learn new structures which will help you to better communicate in English.
Milhares de homens e mulheres em todo o planeta já lutaram e morreram por condições dignas de trabalho. Atualmente, no Brasil, os trabalhadores têm mais direitos do que, por exemplo, durante a ditadura militar, quando o direito à greve e aos sindicatos foi limi-tado. No entanto, ainda hoje permanecem em nossa sociedade alguns resquícios desse e de outros autoritarismos. Você já vivenciou ou conhece alguém que tenha vivenciado uma situação na qual os direi-tos dos trabalhadores tenham sido cerceados?
Think about it
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Unit
Nesta Unidade, você vai estudar as influências da internet no mundo do trabalho, com o objetivo de ampliar o vocabulário e apren-der novas estruturas de frases em inglês. Conhecerá as origens da internet e as profissões a ela relacionadas. Por fim, também discutirá sobre a educação a distância.
For starters
In group up to four people, answer the following question:
• What are the possible uses of the Internet in the world of work? Make a list with at least four of them.
Activity 1 Help me out
1. Read the following dialogue between Gláucia and Anderson silently. Pay attention to new words and expressions, and make sure to add them in your glossary.
2 the internet and the worLd of work
(Gláucia has just joined a university course and now she needs to do a research about the Internet. She asks Anderson to help her. They meet in a public library.)
ANDERSON — So, Gláucia, how can I help you?GLÁUCIA — Well, Anderson, I need help with a research I am doing for my
university course.ANDERSON — Really? What kind of research are you doing? GLÁUCIA — It’s a research about the Internet and how it is changing the
world of work. I have to present the results of my research in front of the class next week!
ANDERSON — This is a very interesting subject and I think I can help you. I love the Internet, especially social networks!
GLÁUCIA — Fantastic!ANDERSON — So, how should we do this?GLÁUCIA — Let’s split. I search on the Internet while you look for some books.ANDERSON — “Let’s split”?GLÁUCIA — Vamos nos separar. Eu pesquiso na internet enquanto você pro-
cura alguns livros.ANDERSON — Oh! Now I understand! Yes, let’s split. Let’s meet in 30 minutes, OK?GLÁUCIA — OK! I’ll meet you back here in 30 minutes. Thank you!ANDERSON — You are always welcome, Gláucia!
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2. Now pair up with a classmate and practice the dialogue out loud. One of you will be Gláucia and the other one will be Anderson. The teacher will choose some pairs to perform for the rest of the class.
How did the history of the Internet start?
The history of the Internet begins in the 1960s. At that time, the tension of the Cold War and the fear that an enemy attack could destroy important data and research reports led the U.S. government to create a network called Advanced Research Projects Agency Network (ARPANET).
University of California, Los Angeles (UCLA), one of the universities connected to the ARPANET network.
The main objective of the ARPANET was to protect information by sharing it with other computers. In case a computer was destroyed, information would be safe thanks to this network. Computers were enormous structures at that time, nothing like the ones we have today.
The ARPANET was restricted to military use, but with the end of the Cold War, scientists and students in universities started using it to exchange information and also to research and develop new projects based on the novelty.
Besides the ARPANET, several technological developments and improvements have been necessary until the advent of the Internet.
História8o ano/3o termo
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improvement melhoria
to lead/ led
fazer com que, levar a/ fez com que, levou a
novelty novidade
several vários
thanks to graças a
Did you know?
ENIAC: the first computer
The first computer was developed in 1946 by the U.S. Army during World War II. Its main function was to perform ballistic mathematical calculations. It was operated manually and a sequence of keys and wires were necessary to trigger a task.
The computer weighed 30 tons and occupied an entire room.
ReferênciaLAMBERT, Laura; POOLE, Hilary; WOODFORD, Chris; MOSCHOVITIS, Christos. The Internet: a historical encyclopedia. Santa Barbara, CA: ABC-CLIO, 2005, p. 23-24. Two technicians programming ENIAC.
Keywords box
Only in the middle of the 1990s, the PCs or Personal Computers began to enter people’s houses. At first, only a few families could afford a PC at home, but access to this technology and to the Internet is growing every year. In 2000, 4.9 million Brazilians had access to the Internet at home, and ten years later, this number increased to almost 35 million. It’s an amazing growth, isn’t it?
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a few poucos
to afford arcar, pagar
amazing fantástico
by sharing compartilhando
datum/data dado/dados
to exchange trocar
growth crescimento
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Activity 2 The history of the Internet
1. Answer the following questions based on the text you have just read.
a) What was the ARPANET? How did it start?
b) After the army, who else started using the ARPANET? And what for?
c) What happened in the 1990s?
2. Technology in general and the Internet in particular brought many changes and possibilities to daily life. Form group up to four people and describe how the following activities have changed with the advent of the Internet.
Use the example below as a reference:
a) Chat to each other
Did you know?“Datum” is one of the few words that kept its original form in Latin when incorporated by the English language. For this reason, its plural is “data”. However, the word in singular “datum” is seldom used. Another word of this type is “phenomenon” and its plural is “phenomena”.
Top tips
In 2009, a German student called Melih Bilgil produced a short video called History of the Internet. It is a simple but complete narrative. The video is a huge success, and people from all over the world translated it and created subtitles in their native languages, including Portuguese. If you want to know more details about the birth of the Internet, you can access it in Melih’s website. Disponível em: <http://www.lonja.de/the-history-of-the-internet/>. Acesso em: 30 abr. 2013.
Before the Internet people used to send letters.
Now people can send emails.
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b) Shopping
c) Finding information
d) Working
e) Banking
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Activity 3 Professions and the Internet
1. Look at the following text. Read its title and observe the pictures. Discuss with your classmates: In your opinion, what is the text about?
2. Now read it silently. If necessary use the “keywords box” at the end of the text to better understand it.
Professions related to the Internet
A web designer plans, develops and implements websites. This professional must consider all essential components for browsing websites in order to create an appropriate design for the contracting company.
An online community manager acts in social networks and Internet communities making the connection between company and society in virtual environments. This professional promotes conversations and debates about the needs and interests of customers, developing and consolidating the company’s image in environments such as websites and social networks.
Web analysts analyze data and traffic statistics or number of access in order to optimize the use of websites. They are able to say, for example, what is the best landing page to encourage customers to make purchases. These professionals use these indicators in order to help the company to improve its website thus achieving better results.
The lawyer is an old professional that gained a new branch with the popularization of Internet. Theft of information, improper downloads, bank fraud, undelivered purchase, calumny and defamation are all examples of electronic crimes. The Internet lawyer analyzes each case according to current laws.
Referência
UNIVERSIA. 21 profissões novas da era digital, 7 mar. 2012. Disponível em: <http://noticias.universia.com.br/destaque/noticia/2012/03/07/915903/21-profisses-novas-da-era-digital.html>. Acesso em: 30 abr. 2013.
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Top tips
The documentary Connected: an autoblogography about love, death & technology (directed by Tiffany Shlain, 2011) explores two dimensions of the connection between people: the bond which keeps relatives and friends affectively close and the one that keeps strangers interdependent. In this movie you can see the positive and negative impacts of the Internet on relationships and how it reshapes the world we live in. Tiffany Shlain presents her autobiography, but through her story it is possible to identify aspects which are truly universal.
3. Answer the following questions in your own words:
a) Define the work of a web designer.
b) What is the importance of the work done by an Internet lawyer?
c) Describe the work of a web analyst.
d) What does an online community manager do?
e) Would you consider being any of these professionals? Why?
Keywords box
to achieve/ achieving
atingir, alcançar/ atingindo, alcançando
appropriate apropriado
bank fraud fraude bancária
branch ramo
to consolidate/ consolidating
consolidar, fortalecer/consolidando, fortalecendo
contracting company
empresa contratante
current laws legislação atual, leis em vigor
customer cliente
to develop/ developing
desenvolver/ desenvolvendo
to encourage encorajar, estimular
for browsing para navegar
to gain/ gained
ganhar, conquistar/ ganhou, conquistou
to implement implementar
improper impróprio
in order to a fim de
landing page
página de entrada
lawyer advogado
manager gerente
need necessidade
to optimize otimizar
purchase compra
such as tais como
theft roubo
thus assim, portanto
virtual environment
ambiente virtual
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4. Now read the text out loud. The teacher will choose a volunteer to begin with the reading. After a few sentences, the teacher will choose another volunteer to continue. Pay attention to pronunciation corrections and other explanations that your teacher will give.
Activity 4 Distance education
1. Discuss with your classmates: What do you know about distance education? Have you ever taken a distance course? Or do you know someone that has taken it?
2. Now read the following text silently.
Distance education
Distance education is a method of teaching and learning which occurs with little or no direct contact between teacher and student. This method uses several resources such as printed materials sent by post offices, audio, video and the Internet. This last one has expanded this system all over the world.
Although distance education sounds quite recent, this type of education has been around for a long time. The first mention of this method was in 1728, when a teacher of the new method of shorthand, named Caleb Phillips, advertised in the Boston Gazette newspaper:
Persons in the country desirous to learn this art may, by having the several lessons sent weekly to them, be as perfectly instructed as those that live in Boston.
At that time, thanks to the development of postal services, distance education was already possible.
Nowadays distance education is very common all over the world. In Brazil, this type of education is offered at all levels and modalities of learning, from elementary to higher education, in different fields in public and private universities.
Distance education appears as a solution to the needs of millions of people who, for various reasons, cannot attend schools in person and to other people who prefer this type of education as well.
Referências
BOSTON Gazette. March 20, 1728.
BRASIL. Ministério da Educação. Referenciais de qualidade para a educação superior a distância. Brasília, DF: Secretaria de Educação a Distância, 2007. Disponível em: <http://portal.mec.gov.br/seed/arquivos/pdf/legislacao/refead1.pdf>. Acesso em: 30 abr. 2013.
Did you know?Shorthand (taquigrafia) is a technique which uses handwritten signs to represent words or phrases. It is a method of writing that allows quick registration of speeches, almost instantaneously.
Example of a sentence in the Marti shorthand method. It means “Hoje eu tenho uma audiência”.
There are many different methods of shorthand worldwide and many have been adapted to Portuguese. In Brazil, shorthand is widely used in justice courts and parliaments to transcribe discourses.
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3. Answer the following questions in your own words:
a) What is distance education?
b) What are the resources used by this method of teaching and learning?
c) What was the first advertisement of distance education published in a newspaper?
4. In your opinion, what are the advantages and disadvantages of distance education courses?
Keywords box
to advertise/ advertised
anunciar/ anunciou
although embora
as perfectly instructed as
those
tão perfeitamente instruído quanto aqueles(as)
to attend comparecer, frequentar
between entre
by having ao ter
desirous desejoso
has been around já existe, está presente
nowadays hoje em dia
quite bastante
to send/sent enviar/enviado
several lessons várias lições
weekly semanalmente
with little or no com pouco ou nenhum
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Think about it
A internet tem se tornado mais importante no cotidiano das pes-soas. Ela está cada vez mais presente no lar, na escola, na faculdade e no ambiente de trabalho. No entanto, existe um conceito que reflete uma situação ainda comum no Brasil e no mundo, o conceito de exclusão digital. O que você entende por exclusão digital? Qual parcela da popu-lação você acredita estar mais sujeita a ela? Quais são as implicações dessa exclusão? O que poderia ser feito para democratizar o acesso às tecnologias da informação?
You studied
In this Unit you were able to expand your vocabulary while learning about several topics related to the Internet in the world of work. First you learned about the ARPANET, the origins of the Internet and the first computer in the world (ENIAC). Then you talked about the professions related to the Internet as well as distance education and its origins.
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Unit
In this Unit, you will know some of the professions which tend to grow in the future. You will read about professions in the fields of shipbuilding, renewable energy, biotechnology, mathematics, web development and gerontology. While studying these topics, you will also be able to expand your knowledge of the English language.
For starters
In group, answer the following questions:
• What professions and occupations do you think will be highly requested in the future?
• In your opinion, what are the reasons for the growth of these professions and occupations in the future?
Activity 1 My future job
1. Read the following dialogue between Gláucia and Anderson silently. Pay attention to new words and expressions, and make sure to add them in your glossary. You may use the “keywords box” at the end of the text if you need help.
3 Professions of the future
(Anderson is reading a science magazine when Gláucia walks into the room.)
GLÁUCIA — You really like to read, huh?
ANDERSON — Oh! Hello, Gláucia. Yes, I told you I love reading...
GLÁUCIA — May I know what you are reading about?
ANDERSON — I am reading about the professions of the future. I want to know about the future of the world of work.
GLÁUCIA — Very smart of you, Anderson. I have been reading about it too!
ANDERSON — Ah! Conta outra!
GLÁUCIA — Get out of here!
ANDERSON — Calm down, Gláucia. It was just a joke, you don’t need to tell me to “Get out of here!”.
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GLÁUCIA — No, Anderson. “Get out of here” is an expression used when you don’t believe what the person is saying; it’s like “Conta outra!”.
ANDERSON — Oh, now I understand! I thought you wanted me to go away!GLÁUCIA — No, not at all! I like to chat with you very much!ANDERSON — (laughing) Yeah, right, get out of here! GLÁUCIA — I’m serious, since we met again one year ago, I’ve learned so
much from you!ANDERSON — Really? But I am learning English with you!GLÁUCIA — Yes, I know, but I am also learning lots of things that you tell me!ANDERSON — Ah! Bom saber...GLÁUCIA — “Good to know”.ANDERSON — Good to know. But tell me, what do you know about the professions
of the future?GLÁUCIA — I know everything: spaceship pilots, human robot developers,
drivers for flying taxicabs...(Anderson looks confused.)GLÁUCIA — Of course I’m joking. I have no idea what the professions of the
future are. Why don’t you tell me?ANDERSON — OK, I will. The professions of the future are...
to believe acreditarconfused confuso
joke brincadeira, piadato joke/joking brincar/brincando
to laugh/laughing rir/rindo
Keywords box
Future trends and professions
The nature of work changes along with society and the environment we live in. Paying attention to the trends that reshape the world of work is a great tip to those who want to walk a promising path. Medical breakthroughs, advanced technologies and challenges related to the depletion of natural resources are on the list of trends that create great opportunities for the near future.
2. Now that you have finished reading the dialogue in silence, read it again out loud with a classmate. After you have practiced it a few times, the teacher will select some volunteers to perform for the rest of the class.
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spaceship espaçonavetaxicab, cab, taxi táxi
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Activity 2 Knowing the trends and the professions of the future
1. Answer the question based on the text you have just read: Which trends create most of the professions of the future?
2. In pair, pay attention to the pictures and the words in bold types in the following text and discuss: What do you think these professionals do? Although they already exist, what do you think has changed?
3. Now read the text silently. Use the “keywords box” to help you understand it.
along with junto combreakthrough descoberta
challenge desafiodepletion esgotamento
Keywords box
Future professions
Technicians, technologists and engineers of shipbuilding can act in the planning, construction, maintenance or supervision of shipyards, vessels and oil tankers. The area lacks professionals at all levels, from technicians and technologists to engineers. In Brazil, for example, these professionals have job opportunities associated with pre-salt projects.
Sustainable development is more than a world trend: it is an imperative. The search for renewable energy sources has been gaining importance in recent years. Technicians and engineers in renewable energy are qualified to design, build and operate energy systems based on renewable sources such as solar and wind power.
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Biotechnologists work in the development and application of biological technologies in the industries of food, cosmetics and pharmaceutics, as well as in the environmental industry. In Brazil, the sector is being encouraged by the Biotechnology Development Policy which aims at the development of the Brazilian industry and the use of biotechnology by the society. There are job positions in research institutes, universities and biotech companies.
Mathematicians are requested in various areas and their activities go beyond educational institutions. Assessment of investment risks, numerical analysis on computers, software development and analysis in logistics are some of the duties undertaken by these professionals in banks, insurance brokers, information technology companies and many others.
Mobile web developers create programs, interfaces and applications for electronic commerce and marketing. According to a report from the National Telecommunications Agency (Anatel), there were 261.78 million active mobile phone lines in Brazil in 2012. This creates an overgrowing demand for mobile web developers in our country.
Gerontologists are specialists in seniors’ health. Their work consists of planning and implementing actions to improve the quality of life of elderly people. They may work in public hospitals, private clinics or on their own. In Brazil, increasing life expectancy and an aging population make these professionals very requested nowadays.
Referências
BIOTECNOLOGIA – Bacharelado. Guia do estudante. Disponível em: <http://guiadoestudante.abril.com.br/profissoes/meio-ambiente-ciencias-agrarias/biotecnologia-602879.shtml>. Acesso em: 30 abr. 2013.
BRASIL. Agência Nacional de Telecomunicações (Anatel). Telefonia móvel fecha 2012 com 261,78 milhões de linhas, 18 jan. 2013. Disponível em: <http://www.anatel.gov.br/Portal/exibirPortalNoticias.do?acao=carregaNoticia&codigo=27607>. Acesso em: 30 abr. 2013.
FRANÇA, Luiz de; VIEIRA, Vanessa. 30 novas carreiras – encontre a sua aqui. Você S/A, São Paulo, ed. 161, 1o nov. 2011. Disponível em: <http://exame.abril.com.br/revista-voce-sa/edicoes/161/noticias/30-novas-carreiras-encontre-a-sua-aqui>. Acesso em: 30 abr. 2013.
POLÍTICA de Desenvolvimento da Biotecnologia e o decreto que a criou. Inovação Unicamp, Campinas, 24 fev. 2007. Disponível em: <http://www.inovacao.unicamp.br/documentos/politica-de-desenvolvimento-da-biotecnologia-e-o-decreto-que-a-criou>. Acesso em: 30 abr. 2013.
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Keywords box
4. According to the text, answer the following questions:
a) What are the professions mentioned in the text?
b) Choose two of them and describe in your own words what these professionals do.
c) What explains the demand for mobile web developers in Brazil?
d) Which institutions offer positions for mathematicians?
to act atuar, agir
aging envelhecimento
to aim at visar a
assessment avaliação
Biotechnology Development
Policy
Política de Desenvolvimento Biotecnológico
demand demanda
duty/duties função/funções
elderly idoso
to go beyond ir além
imperative imperativo, necessário
increasing em crescimento
insurance broker
seguradora
to lack faltar, carecer de
on their own
por conta própria
to qualify/ qualified
qualificar, habilitar/ qualificado/ habilitado
renewable renovável
to request/ requested
requisitar/ requisitado
senior idoso
shipyard estaleiro
source fonte
to undertake/ undertaken
executar, empreender/ executado, empreendido
vessel embarcação
wind power energia eólica
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5. The teacher will choose a volunteer to begin with the reading and switch to another volunteer after a few lines. Pay attention to pronunciation corrections and explanations that your teacher will give.
Activity 3 Important issues
1. The following text is about the importance of education and innovation to the development of countries. Discuss with your classmates: In your opinion, is education important to the development of countries? Do you think Brazil is investing in education?
2. Read the text silently.
The race for knowledge
Knowledge, information and education are key issues for countries wishing to develop and to provide a better quality of life for their citizens.
The U.S., Brazil, India, China, many countries in Europe and in other continents have a growing necessity for investment in research, education and innovation. For many scholars and specialists, access and development of new technologies will be responsible for economic growth and job creation in the future.
In China, an emerging superpower, the commitment to technological and educational development is part of a national economic strategy. Nowadays China has the largest number of graduates, and it is estimated that in 2030 the country will have over 200 million Chinese with a higher education degree.
Like its neighbor, India has also invested greatly in education, and from 2005 to 2012 has tripled the number of graduates in Engineering, Computer Science and Information Technology.
Brazil is recognized throughout the world as an emerging country and has a significant number of graduates. According to MEC, in 2000 there were 6.1 million Brazilians with a higher education degree and in 2010 the number increased to 12.8 million. Brazil is also a major exporter of sophisticated products like aircrafts, automobiles and industrial equipment.Referências
BRASIL. Ministério da Educação. Número de brasileiros com graduação cresce 109,83% em 10 anos. Brasília, DF, 3 maio 2012. Disponível em: <http://portal.mec.gov.br/index.php?option=com_content&view=article&id=17725>. Acesso em: 30 abr. 2013.
COOPER, Donna; HERSH, Adam; O’LEARY, Ann. The competition that really matters. Center for American Progress, Washington, 21 ago. 2012. Disponível em: <http://www.americanprogress.org/issues/economy/report/2012/08/21/11983/the-competition-that-really-matters/>. Acesso em: 30 abr. 2013.
PESSOA, Sergio. Guest post: Brazilian innovation. Financial Times, 29 ago. 2012. Disponível em: <http://blogs.ft.com/beyond-brics/2012/08/29/guest-post-brazilian-innovation/#axzz2BNYwTLhy>. Acesso em: 30 abr. 2013.
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3. Answer the following questions:
a) According to the text, what is necessary for a country wishing to be developed?
b) What are countries like Brazil, China and India doing in order to achieve development?
c) What happened in Brazil from 2000 to 2010?
4. Now, the teacher will choose a volunteer student to read the text The race for knowledge out loud. After a few sentences, another volunteer will continue reading. Pay attention to pronunciation corrections and explanations that your teacher will give.
5. Take a look at the list of innovations which have changed the world we live in and benefited millions of people. In trio, choose one of the items in the list and do a research about it. You can use the following topics as guidelines for your research:
• Characteristics.• Benefits.• Development through the years.
Keywords box
aircraft aeronavecommitment compromisso
emerging emergentekey issue questão-chave
knowledge conhecimentomajor grande
to provide proporcionarrace corrida
to recognize/ recognized
reconhecer/ reconhecido
scholar acadêmico, estudiososuperpower superpotência
throughout the world por todo o mundoto triple/has tripled triplicar/triplicou
wishing to que desejam
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List of innovationsDid you know?There are many occupations that once were very popular, but today are either rare or simply extinct. Some of them are: milkman; typewriter typist and lamplighter.
Lamplighter in London, 1935.
• Airplane
• Antibiotics
• Automobile
• Genetic engineering
• Internet
• Nanotechnology
• Nuclear energy
• Personal computer (PC)
• Radio
• Robotics
• Rocket science
• Submarine
• Television
Activity 4 GIANT
1. In group, discuss this question: Have you ever heard about a knowledge cluster?
2. Read the following text.
Knowledge clusterIs a system for technological innovation that houses several research cells (a cluster is a group of cells) working together and sharing resources (like supercomputers) that would be hard to maintain if they were separated.
GIANT: a knowledge cluster
Grenoble is a small city with over 15 thousand inhabitants, at the feet of the French Alps, and it is home to an ambitious project named GIANT – the Grenoble Innovation for Advanced New Technologies. This project is a knowledge cluster which aims at attracting researchers and engineers from around the globe. It is a partnership among universities, research institutes and companies to develop products, procedures and systems in the sectors of health, technology and energy.
According to the developers, around 40 thousand people – among inhabitants, students, researchers and workers – are expected to circulate in the area, which will also have leisure and sports centers. The project also includes a power plant for clean energy and a transportation network of its own.
GIANT intends to get in the fight for innovation and catch up with well-known centers such as Boston and California, in the U.S., Cambridge, in England, Science City, in Zurich, and Digital Media, in South Korea.
Referência
COUGHLAN, Sean. Battle of the knowledge superpowers. BBC News, Londres, 28 set. 2011. Education & family. Disponível em: <http://www.bbc.co.uk/news/education-14949538>. Acesso em: 30 abr. 2013.
Keywords box
ambitious ambiciosoto catch up with alcançar
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3. Answer the following questions:
a) What is the text about?
b) Who are expected to work and study in this knowledge cluster?
c) Would you like to study or work there? Why?
4. Add the new words you have learned in this reading activity in your glossary.
5. In our country, do you think this kind of place exists? Do a research about technology parks in Brazil. Your research can provide answers to the following questions:
• Where are they?
• What kind of technology do they develop?
• What companies, universities and other institutes are located in them?
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In this Unit you studied about the professions of the future and the importance of knowledge and innovation for countries wishing to develop. You also learned new words in English and improved your reading skills. In the Unit 4 you will continue to develop your vocabulary and practice your skills while discussing other possibilities in the world of work.
You studied
Think about it
O mercado de trabalho está em constante transformação. Mui-tas profissões já desapareceram ou correm o risco de desaparecer. A tecnologia é um fator que influencia nessas transformações, mas não é o único. Quais seriam os outros fatores? Na sua opinião, o que os trabalhadores podem fazer para acompanhar essas transfor-mações?
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Unit
In this Unit you will study other possibilities in the world of work. You will know other ways of making a living, such as cooperatives, entrepreneurship and co-working. While you learn about these other interesting professional horizons, you will continue to work on the expansion of your vocabulary and your reading skills.
For starters
In group, answer the following question:
• What are the other possibilities of making a living besides working as a registered worker in a regular company?
Activity 1 My own business
1. Read the following dialogue between Anderson and Dolores.
4 other horizons in the worLd of work
(Anderson is talking to Dolores. He would like to be an entrepreneur.)
ANDERSON — Hello, my new co-worker!DOLORES — Hi, Anderson. How are you doing?ANDERSON — I’m fine. Could be better, but I’m fine.DOLORES — What’s the matter, Anderson? You don’t sound very happy.ANDERSON — Well, sometimes I think I would like to have my own business...DOLORES — Hmm, I know what you mean, you would like to be an entrepreneur, right?ANDERSON — “Entrepreneur”?DOLORES — Yes, an entrepreneur is someone who starts their own business.ANDERSON — Oh! Now I understand! In Portuguese, entrepreneur is empreendedor.DOLORES — Empreendedor?ANDERSON — That’s right! Tell me something, Dolores, do you know any entrepreneur?DOLORES — Yes, I know many entrepreneurs in my home country. My sister is an entrepreneur. She runs a
small business. She makes and sells birthday cakes. Her cakes are delicious and she earns enough to make a living.
ANDERSON — Hmm, very interesting! What about you, Dolores, have you ever thought about opening your own business?
DOLORES — Yes, Anderson, quite often, actually. I would like to open my own gift shop...ANDERSON — It’s a good idea... Maybe you, Gláucia and I could start a business one day. Maybe a language
school!DOLORES — Hey, that’s a good idea! Who knows, maybe one day we will be partners!
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2. Now that you have read the dialogue in silence, practice it a few times out loud with a partner. The teacher will choose a pair of volunteers to perform it to the rest of the class.
Entrepreneurship
The words “entrepreneurship”, “entrepreneur” and “enterprise” derive from the French word entreprendre, which is quite similar to the Portuguese empreender. But no matter where you are from, there are certain characteristics an entrepreneur should have in order to be a successful business owner.
An entrepreneur should be a good leader, able to motivate employees to plan and execute strategies. He/She should see learning about the market , competitors and new techniques as a permanent process, and also be prepared to take some risks and make difficult decisions. Persistence, optimism, determination and independent thinking are other important qualities for those wanting to succeed. So, do you have what it takes to be an entrepreneur?
Keywords box
to earn ganhar partner parceiro, sócio
enough suficiente quite often com muita frequência
gift shop loja de artigos para presente to run a business gerir um negócio
to make a living sustentar-se what’s the matter? qual o problema?
Keywords box
to derive derivar no matter não importa
leader líder to succeed ter sucesso
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Activity 2 Characteristics of an entrepreneur
1. Now, answer the questions based on the text you have just read:
a) What is the origin of the word “entrepreneurship”?
b) In your opinion, which characteristics in the text are the most important for an entrepreneur? Choose three of them.
c) Are you an entrepreneur? If not, would you like to be one? Why?
2. Research about the pros and cons of being an entrepreneur. Share your findings with the classmates.
Activity 3 A different form of work organization
1. The following text is about an ancient form of work organization that is growing nowadays. Read it silently.
Cooperatives
You have probably heard of cooperatives. Their history is old, starting in the 19th century during the Industrial Revolution, when the first modern cooperative in the world was founded. Cooperatives differ from regular companies because they are collectively owned; they consist of people who voluntarily get together and democratically divide tasks, duties and salary in accordance with pre-established rules.
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To Juan Somavia, former director-general of the International Labour Organization (ILO), cooperatives have a social spirit:
[...] Guided by the compass of social justice, cooperatives are vehicles for promoting decent work and decent lives for all. As democratic, value-driven and locally-controlled organizations, they foster social inclusion. [...]
The latest statistics provided by the Organization of Brazilian Cooperatives (OCB – Organização das Coope-rativas Brasileiras) show that there are more than 6,652 cooperatives in the country, bringing together nine million members and generating 300,000 direct jobs.
There are cooperatives operating in several sectors, here are some of them:
• credit;• consumergoods;• agriculture(farmersandfishermen);• health;• housing;• industryandservices;• insurance.
According to OIT (Organização Internacional do Trabalho), in 2012 the cooperatives were responsible for:
• guaranteeingthelivelihoodof50%oftheworld’spopulation;• providingservicesfor1billionpeopleworldwide;• producing50%ofagriculturalproductsintheworld.
Referências
BRASIL. Ministério da Agricultura, Pecuária e Abastecimento. Cooperativismo. Brasília, DF: Secretaria de Desenvolvimento Agropecuário e Cooperativismo, 2012. Disponível em: <http://www.agricultura.gov.br/arq_editor/file/Cooperativismo%20e%20Associativismo/Publica%C3%A7%C3%B5es%20e%20M%C3%ADdias/cooperativismo%20atualizada%202012.pdf>. Acesso em: 30 abr. 2013.
INTERNATIONAL Labour Organization (ILO). ‘Cooperative enterprises build a better world’ – Statement by ILO Director-General. Genebra, 6 jul. 2012. Disponível em: <http://www.ilo.org/global/about-the-ilo/media-centre/statements-and-speeches/WCMS_184791/lang--en/index.htm>. Acesso em: 30 abr. 2013.
MOGROVEJO, Rodrigo; MORA, Alberto; VANHUYNEGEM, Philippe (Orgs.). El cooperativismo en América Latina: una diversidad de contribuciones al desarrollo sostenible. La Paz: Oficina de la OIT para los Países Andinos, 2012. Disponível em: <http://www.ilo.org/wcmsp5/groups/public/---americas/---ro-lima/documents/publication/wcms_188087.pdf>. Acesso em: 30 abr. 2013.
ORGANIZAÇÃO Internacional do Trabalho (OIT). Cooperativas: essenciais para o crescimento. Genebra, 9 jul. 2012. Disponível em: <http://www.oitbrasil.org.br/node/867>. Acesso em: 10 jun. 2013. Tradução: Eduardo Portela.
Keywords box
to bring together/bringing together
reunir/ reunindo
collectively owned propriedade coletiva
to differ diferenciar-se, diferir
to foster promover, estimular
to found/founded fundar/fundado
to get together reunir-se
to guarantee garantir
to hear/heard ouvir/ouviu
insurance seguro
latest mais recente
livelihood subsistência
locally-controlled controlado localmente
regular comum, regular
task tarefa
value-driven movido por valores
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2. According to the text Cooperatives, answer the following questions:
a) Define cooperatives in your own words.
b) Do you know any cooperatives in your neighborhood or city? What do you think of them?
3. Read the following text.
Top tips
The documentary film The take (directed by Avi Lewis & Naomi Klein, 2004) is about a group of workers in Argentina that successfully gain control over their former factory, which was shut down because of several factors, including bad management and a financial crisis in Argentina. Instead of giving up, those employees decided to work collectively and share profits equally among themselves.
The Rochdale principles
In 1844, workers of Manchester (England) decided to meet and discuss a way to overcome their painful conditions of work. After several meetings, they established rules and principles for a society of mutual help, and after a year of work, they accumulated enough capital to open a small cooperative warehouse. The principles of this society are the basis for cooperatives known today (apud International Co-operative Information Centre):
• openmembership;
• democraticcontrol(oneman,onevote);
• distributionofthesurplustothemembersinproportiontotheirtransactions;
• limitedinterestoncapital;
• politicalandreligiousneutrality;
• cashtrading;
• promotionofeducation.
Referência
PRESENT Application of the Rochdale principles of co-operation (1937), The. Studies and reports, ICA, London, 1964, p. 3-5. Apud International Co-operative Information Centre. Disponível em: <http://www.uwcc.wisc.edu/icic/orgs/ica/pubs/studies/The-Present-Applications-of-the-Rochdale1/The-Rochdale-Principles-of-Co-operation-1.html>. Acesso em: 2 maio 2013.
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4. Based on the text, what are the rules and principles established in the Rochdale principles?
5. Read the texts Cooperatives and The Rochdale Principles out loud. The teacher will choose a volunteer to begin with the reading and switch to another volunteer after a few lines. Pay attention to pronunciation corrections and explanations that your teacher will give.
Activity 4 A recent trend in the world of work1. Before you read the following text, take a look at the picture
and discuss with your classmates: How does it relate to the title of the text?
2. Now read the text silently.
Keywords box
cash trading troca por dinheiro (da titularidade)
to know/known conhecer/conhecidoto overcome superar
Co-working
Co-working is a recent world trend through which different people (usually freelancers) from different sectors of the economy share the same office space. This type of office is commonly known as “shared office”. Many people compare the “shared office model” to the “home office model”. Although co-working is quite a new concept, there are already several shared offices in Brazil.
If you compare having your own office to a shared one, you may see that co-working can lower costs with rent, water, electricity, Internet and phone, for example. Besides, there is a possibility of networking with different people for specific projects.
Co-workers at the Hub, a shared office in São Paulo.
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elen
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painful penoso, dolorososurplus superávit
warehouse armazém
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3. Answer the following questions according to the text.
a) What is co-working?
b) Some defenders of the shared office model say home office is unproductive because of its many distractions which might lead to laziness. Do you agree? Why?
c) According to the text, what are the positive aspects of co-working? Can you think of negative aspects?
4. In group, choose one of the topics presented so far in this Unit: entrepreneurship, cooperatives and co-working. Each group will do a research bringing additional information about the chosen subject. Make sure to include at least one individual example of a person or group of people who engaged in this activity. You can use the following topics as guidelines for your research:
• Entrepreneurship around the world.
• History of cooperatives.
• Co-working in Brazil.
Pay attention to relevant information – dates, numbers and places – and add them to your research.
Keywords box
freelancer profissional autônomohome office escritório em casa
to lower reduzir
rent aluguelto share compartilhar
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Think about it
Começar um negócio exige cuidado e planejamento. Além disso, como em qualquer outra profissão, algumas características pessoais podem ser muito relevantes para alguém que queira se tornar um empreendedor. Entre elas estão a disciplina, a confiança e a criati-vidade. E para um cooperado? Quais características são necessárias para o trabalho em uma cooperativa? O que você preferiria ser: um cooperado ou um empreendedor?
Time for citizenship
As relações pessoais em cooperativas são baseadas na igualdade entre todos os tra-balhadores. Por não haver hierarquia nem chefia, os valores ligados ao individualismo podem ser dissipados nesses ambientes, fortalecendo o ambiente “coletivo”.
A economia solidária é uma das formas de trabalho que promovem valores, como igualdade, cooperação e solidariedade entre os que dela participam.
O Ministério do Trabalho e Emprego (MTE) mantém uma secretaria especialmente para esse tema e considera a economia solidária uma alternativa para a comercialização de produtos sem a exploração de trabalhadores.
Assim, a economia solidária prega uma forma de subsistência capaz de preservar o ambiente e fortalecer relações mais solidárias entre as pessoas.
Você pode ler mais sobre economia solidária no site do MTE.
Fonte: BRASIL. Ministério do Trabalho (MTE). O que é economia solidária. Disponível em: <http://www.mte.gov.br/ecosolidaria/ecosolidaria_oque.asp>. Acesso em: 30 abr. 2013.
You studied
In this final Unit, you expanded your vocabulary and knew different forms of work organization: entrepreneurship, co-working and cooperatives. Congratulations for your progress!
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