prova de inglês

NÚCLEO DE TECNOLOGIA EDUCACIONAL PARA A SAÚDE UNIVERSIDADE FEDERAL DO RIO DE JANEIRO

PROVA DE SELEÇÃO AO CURSO DE MESTRADO EM EDUCAÇÃO EM CIÊNCIAS E SAÚDE

PROVA DE INGLÊS

O objetivo desta prova é avaliar o conhecimento de língua inglesa dos candidatos ao Programa de Pós-graduação Educação em Ciências e Saúde, nível Mestrado, Turma 2008. Esta prova é composta de três questões, sendo as duas primeiras de compreensão de texto e a terceira uma tradução.

Atenção! a) O tempo de duração da prova é de 03 (três) horas. b) É permitido consultar dicionário. c) O candidato deve assinar esta folha, colocando também seu o número de inscrição (vide lista de presença). d) Solicitamos colocar o número da questão, o número de ordem e rubricar cada uma das folhas utilizadas para responder às questões. BOA SORTE!!!

Questão 1: Compreensão do texto “Because science involves a process of social construction of knowledge, this means that the terms, the models, and ways of seeing the world agreed upon by scientists are human products— they are not directly perceived from nature. Giving learners access to these “ways of seeing” requires more than giving them access to phenomena. It means inducting learners into the particular ways of representing the world used by scientists and socializing them into adopting the conceptual tools of that culture. Through this process learners are introduced to a new language to represent and to describe the world around them, a language that enables them to portray the world in new ways—a world inhabited by new entities such as genes, chromosomes, electric fields, atoms, and ions. This process of enculturation into science comes about in a very similar way to the way a foreign language is learned—through its use. Students need opportunities not just to hear explanations being given to them by experts (teachers, books, film, computer programs), but they also need to practice using the ideas themselves to gain confidence in their use, and through this process develop a familiarity with, and understanding of, scientific practices and ways of thinking.” Driver R; Newton P; Osborne J (1999) Establishing the Norms of Scientific Argumentation in Classrooms Science Education, 84: 287–312, 2000.

Segundo os autores, a ciência envolve um processo de construção social do conhecimento. Quais as implicações desta visão para o processo de ensino-aprendizagem de ciências? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Qual a analogia proposta pelos autores para o processo de enculturação? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Questão 2: Compreensão do texto This paper discusses the issue of learner participation in a net-based higher education course. With the starting point in recent educational policies formulated by the European Union and the results of an evaluation report from the Swedish Net University, I raise the question of which pedagogical aspects need to be considered in order to support active learner participation in these types of learning environments. Based on analyzed data from 19 semi-structured interviews with trainees on a Swedish net-based teacher training programme supported by Information and Communication Technologies, I attempt to show that in order to become a member of such educational online learning community, each trainee is required to be active and hold an inclusive attitude towards the other members. Further, it seems that the trainees often had to rely on and trust each other due to the sparse communication with their teacher trainers. I conclude this paper by discussing the need for a pedagogical approach that relies heavily on social, collaborative and ethical aspects of learning as a starting point for the design of online learning communities to support the kind of education needed for the 21st century. Olofsson, A. D. (2007). Participation in an Educational Online Learning Community. Educational Technology & Society, 10 (4), 28-38 Com base no resumo do artigo, responda: Qual foi a questão de pesquisa investigada? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Em que contexto e através de que procedimentos foram coletados os dados? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Quais os principais achados da pesquisa? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Questão 3: Tradução do texto This paper starts from the position that effective sex and relationship education provides people with opportunities to socially transform their worlds. In other words, it posits that the desired outcomes of educational interventions, such as reducing HIV or sexually transmitted infection transmission, or reducing the frequency of unsafe sexual behaviors, are difficult if not impossible to achieve unless the educational messages of the interventions are actively taken up, adopted and acted upon by populations or subgroups; in this case, young people. Educational programmes do not belong to the same category of things as do treatment drugs or similar clinical interventions: to be effective, the messages of the educational programmes must be negotiated, questioned, adapted to suit and appropriated. Unlike medicines, they cannot be thought of as absorbed passively into the body of the recipient. This paper addresses the issue of agency in an attempt to reveal ways of meaningfully evaluating sex and relationship educational programmes, ways that provide an alternative to the orthodoxy of experimental methods. It demands that evaluators address meaningful questions in the first instance, rather than restrict research questions to those that can be easily answered. And it tests the constraints of dominant methodological and epistemological approaches to programme evaluation. Kippax, S. & Stephenson, N. (2005) Meaningful evaluation of relationship education. Sex Education, Vol. 5, No. 4, pp. 359–373 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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