PROCESSO SELETIVO DETRANSFERÊNCIA EXTERNA

19/10/2014

CADERNO DE PROVAINSTRUÇÕES

1. Confira, abaixo, seu nome e número de inscrição. Confira, também, o curso e a série correspondentes à suainscrição. Atenção: Assine no local indicado.

2. Não serão permitidos empréstimos de materiais, consultas e comunicação entre candidatos, tampouco o usode livros e apontamentos. Relógios, aparelhos eletrônicos e, em especial, aparelhos celulares deverão serdesligados e colocados no saco plástico fornecido pelo Fiscal. O não cumprimento destas exigências ocasionaráa exclusão do candidato deste Processo Seletivo.

3. Aguarde autorização para abrir o Caderno de Prova. Antes de iniciar a prova, confira a paginação.

4. Este Caderno de Prova é composto por 10 (dez) questões dissertativas.

5. Transcreva para o Caderno Definitivo de Respostas o texto que julgar correto em cada questão, não ultrapas-sando o espaço disponível. Não haverá substituição do Caderno Definitivo de Respostas por erro de transcrição.

6. A interpretação das questões é parte do processo de avaliação, não sendo permitidas perguntas aos Fiscais.

7. A duração das provas será de 4 (quatro) horas, incluindo o tempo para transcrição das questões dissertativaspara o Caderno Definitivo de Respostas.

8. Ao concluir a prova, permaneça em seu lugar e comunique ao Fiscal. Aguarde autorização para devolver, emseparado, o Caderno de Prova e o Caderno Definitivo de Respostas, devidamente assinados.

LETRAS – LICENCIATURA EM LÍNGUA INGLESA E RESPECTIVAS LITERATURAS – VESPERTINO (3ª SÉRIE)

1 Write, in English, your autobiography.

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Read the following text and answer, in English, questions 2 and 3.

ecology(idea) By pimephalis Thu Jan 11 2001 at 0:14:15The word ecology was first used in print in 1869 by Ernst Haeckel. He defined it as the scientific studyof the interactions between organisms and their environment. Etymologically, the word is derived fromthe Greek oikos, which means “home”. Ecology was largely a descriptive science from the late 19thcentury until the middle of the 20th (with the notable exceptions of Vito Volterra, Alfred J. Lotka andFrederick E. Clements), when a couple of luminaries brought mathematical rigour to the field. Fromthe late 1950s to present, ecologists have striven to transform the field from one of pure description toa hard science. However, the field got side-tracked for a couple of decades with a purely reductionistphilosophy, where ecologists thought they could fully understand all the functionings of an ecosystemgiven sufficient time and study. History has proved this approach to be fundamentally flawed, giventhat nature is severly non-linear, scale-dependent and generally nasty to describe. Foremost among thecritics of descriptivist ecology was Rob Peters, a leading Canadian ecologist, wrote a book in 1991 calledA critique for ecology, in which he proposes that the principal problem with the science of ecology inthe modern day is the obsession with problems of solely theoretical interest. He believed* that ecologistsshould ignore the purely theoretical and strive to find the predictive; that is, ignore the fact that at times wemay not understand all of the interactions and processes that govern an ecosystem and instead contentourselves with the knowledge that we have find relationships that help us to manage environmentalproblems. In sum, he thought that finding the ’Grand Unifying Theory’ for ecology was not only a wasteof time but also detrimental given that we have overwhelming problems in the modern world and limitedtime and talent with which we can attack these problems.*Unfortunately, Rob Peters died in the late 1990s of stomach cancer in middle age.

2 About the text, state its purpose, where it is generally published and what kind of genre it is.

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3 Qual a função das palavras em negrito das frases a seguir?

“However, the field got side-tracked for a couple of decades with a purely reductionist philosophy,...”

“In sum, he thought that finding the ’Grand Unifying Theory’ for ecology was not only a waste of time butalso detrimental given that we have overwhelming problems in the modern world and limited time andtalent with which we can attack these problems.”

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4 Teorias de ensino e aprendizagem têm dado suporte ao ensino de línguas estrangeiras.Contraste a visão de erro na teoria behaviorista com a teoria sociocultural.

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5 Read the following text.

The status of English as an international language (Graddol, 1997) is helping to create the image ofEnglish language learners as consumers of a highly valued commodity. Many language schools in theprivate sector today sell the idea that what they teach has global relevance, and they are using thisnotion in their advertising campaigns. Some of these campaigns, however, are missing the target. Thecommodification of socio-cultural products such as language, universities, and countries is a recentphenomenon. Whilst, in the past, learning a foreign language was approached from an educationalperspective, now the appeal comes from its value as a product, and from all the inevitable associationswith money and social status. This was exemplified by a recent TV advert in my country, in which two’ETs’ who land on Earth meet a young couple who cannot speak their language (which is, of course,English). For this reason, they missed the chance of getting a briefcase full of money. According to thatadvert, English is not only an international language, it is the language of the galaxy, so if we ignore it weshould feel like beings from another planet. The implication is that, for no other reason, the teenagersshould have known English in order to get their hands on the dollar bills in the briefcase. We are awareof the promises associated with the English language, in terms of financial improvement for those whospeak it fluently, and the advert captures that desire. The underlying message is that knowing Englishcan bring many material rewards. The language becomes an object that can be exchanged. When ETscome to Earth they are willing to give away money provided the interlocutors understand ’their’ language– English. While the advert offers what could be considered an unflattering view ofits potential learners– and customers – it also allows another dimension of English to surface: one of a language that hasidentified and created the possibility of participation on a planetary scale. Although this second messagewas put in the shade by the focus on money as the driving force that ultimately justifies the learning ofEnglish, perhaps it can be rescued and developed further.(GIMENEZ, T. ETS and ELT: teaching a world language. ELT Journal, v.55/3, Oxford University Press, p.296-297. July 2001.Disponível em: <http://203.72.145.166/ELT/files/55-3-10.pdf>. Acesso em: 30 set. 2014.)

Write, in English, a critical review about the excerpt above.

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6 Leia a tabela a seguir.

Com base nessa tabela, transcreva as frases a seguir.

a) I say to hell with it. If it can’t be said in English, it isn’t worth saying at all.

b) Love thy neighbor as yourself, but choose your neighborhood.

c) If you are not criticized, you may not be doing much.

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7 Leia o trecho a seguir sobre Bottom-up and Top-down processes.

In the case of reading, as with other cognitive processes, psychologists have distinguished between twokinds of processing. Bottom-up processes are those that take in stimuli from the outside world – lettersand words, for reading – and deal with that information with little recourse to higher-level knowledge.With top-down processes, on the other hand, the uptake of information is guided by an individual’s priorknowledge and expectations. In most situations, bottom-up and top-down processes work together toTreiman, ensure the accurate and rapid processing of information. However, theories about the cognitiveprocesses involved in reading differ in the emphasis that they place on the two approaches. Theories thatstress bottom-up processing focus on how readers extract information from the printed page, claimingthat readers deal with letters and words in a relatively complete and systematic fashion (e.g., Gough1972). Theories that stress top-down processing hold that readers form hypotheses about which wordsthey will encounter and take in only just enough visual information to test their hypotheses (e.g., Goodman1967, Smith 1971). In the words of Goodman, reading is a “psycholinguistic guessing game”.(TREIMAN, R. Reading. Wayne State University. In: ARONOFF, M.; REES-MILLER J. (eds.) Blackwell Handbook of Linguistics(p.664-672). Oxford, England: Blackwell, 2001. p.666.)

Contraste, em Inglês, os processos denominados Bottom-up and Top-down.

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Read the following text and answer, in English, questions 8 and 9.

This book makes an important contribution to the area of education by offering an alternative approachto mainstream theories of learning. Focusing on the question “How do we gain knowledge about theworld?”, the authors present a model of learning that has its roots in the principles of phenomenography,a field of research that seeks to investigate how people experience and interpret the world around them.The view of learning proposed is based on empirical findings obtained through more than 25 years ofqualitative research on the differences between more and less successful learners.Chapter 1 – “What Does It Take to Learn?” – presents, in a rather superficial way and throughout time,an account of major theories of acquisition – behaviorism, universal grammar, individual cognitivism,information processing cognitivism, and social cognitivism, pointing out the paradoxes inherent to theseviews. Beginning with Plato’s dialogues on how we learn and bringing the reader to the present timesof information processing cognitivism, Marton and Booth argue that mainstream theories of learningestablish a line separating the individual and the world, the “inner” and the “outer”. In the author’s view theworld and the learner are not separate entities – there are no such things as mental or social structuresto explain the learner-world relationship. One is not supposed to explain the other. What there is, Martonand Booth claim, is a relationship between learner and the world, in which the latter is but the way thelearner experiences reality. Learning, then, is equated with experiencing and the theoretical heart of thebook is the authors’ conception of how learners view the world and how this influences the acquisition ofknowledge in educational settings.(MARTON, F.; BOOTH, S. Learning and awareness. New Jersey: Lawrence Erlbaum Associates, 1997. xii + 224. by Mailce BorgesMota Fortkamp.)

8 What genre does this excerpt belong to?

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9 What is it about?

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10 Different conceptions underlie theories of reading. Two of the most recent of those are the Critical readingand the Critical literacy.What is the main assumption of Critical reading and Critical literacy? Answer in English.

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