Questão FC699586
Read the three quotations; the first two, by English teachers from the Ivory Coast and Brazil; the third, by an Iraqi learner in a mixed-nationality reading class. “It’s a very liv
Interpretação de Textos (Understanding)
VUNESP · 2025
Read the three quotations; the first two, by English teachers from the Ivory Coast and Brazil; the third, by an Iraqi learner in a mixed-nationality reading class.
“It’s a very lively book, but the exercises are about unusual things for our country. We are a hot country and also have many Muslims. The exercises are about snow, ice, cold mornings, and making wine. I can tell you I can’t do making wine in my country!”
“Previous materials were not based on life in Brazil which is why I don’t think they worked very well …”
“Sir … what is opera?”
(David Jolly and Rod Bolitho. A framework for materials writing. In: Brian Tomlinson (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2001. Adaptado)
The statement by the teacher from the Ivory Coast most directly provokes English teachers to select classroom materials which
- respect students’ individual differences.
- avoid unfamiliar cultural references.
- dismiss the theme “cultural shock”.
- disregard the topic of cultural stereotypes.
- consider students’ cultural background.
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Comentário do professor
A fala do professor da Costa do Marfim indica que os conteúdos do livro não refletem a realidade local; ele cita clima quente e a presença de muitos muçulmanos, contrapondo-se a tópicos como neve e fazer vinho. Isso exige que os professores considerem a origem cultural dos alunos ao selecionar materiais.
Levar em conta o contexto cultural, climático e religioso torna os textos mais relevantes e evita situações de incompreensão ou ofensa. Materiais contextualizados facilitam aprendizagem e engajamento.
Na prática, isso significa adaptar exemplos, escolher temas que façam sentido para a turma e, quando usar referências externas, sempre fornecer contextualização clara e respeitosa.
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