Diversidade Cultural: uma proposta de ensino por meio do gênero

Transcription

Versão On-line
ISBN 978-85-8015-075-9
Cadernos PDE
OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSE
NA PERSPECTIVA DO PROFESSOR PDE
Produções Didático-Pedagógicas
SECRETARIA DE ESTADO DA EDUCAÇÃO
Superintendência da Educação
Diretoria de Políticas e Programas Educacionais
Programa de Desenvolvimento Educacional
QUEILA HELIODORO DE SOUZA PAULOVSKI
DIVERSIDADE CULTURAL: UMA PROPOSTA DE ENSINO POR MEIO DO GÊNERO
MÚSICA.
LONDRINA - PR
2013
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Título: Diversidade Cultural: uma proposta de ensino por meio do gênero música.
Autor: Queila Heliodoro de Souza Paulovski
Disciplina/Área:
Língua Inglesa
Escola de Implementação Colégio Estadual Arthur de Azevedo.Ensino Fundamental, Médio e
do
Projeto e sua Profissional.
localização:
Município da escola:
Núcleo
Regional
Educação:
São João do Ivaí
de Ivaiporã
Professor Orientador:
Michele Salles El Kadri
Instituição de Ensino
Superior:
Universidade Estadual de Londrina- UEL
Relação Interdisciplinar:
Resumo:
O presente projeto é uma das atividades exigidas pelo PDE
(Programa de Desenvolvimento Educacional), que está voltado aos
professores da educação básica do Estado do Paraná. Este trabalho
tem como objetivo implementar intervenção pedagógica nas turmas
de Ensino Médio com o uso de música , tanto para problematização
da diversidade e relacionamento quanto para a motivação em Língua
Inglesa, através de atividades que levarão a discussão e
problematização dos assuntos levantados.Procurando desenvolver
atitudes de sensibilidade, tolerância e compreensão diante da
Diversidade. Uma vez que, hoje em dia o ensino de LI tem sido alvo
de descontentamento por muitos professores e até muitos alunos, que
mesmo sabendo da importância da LI, não se esforçam e são
desmotivados em aprender outra língua. Desse modo, o trabalho com
gênero música, envolverá novos significados para as aulas de LI, para
que o aluno perceba que ao aprender uma nova língua podemos
aprender com textos significativos e prazerosos, tentando despertar o
interesse do aluno pelas atividades apresentadas e pelas aulas de
Inglês.
Palavras-chave:
Gênero; música; diversidade; relacionamento; Língua Inglesa.
Formato do Material
Didático:
Unidade Didática
Público:
3º ano do Ensino Médio
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APRESENTAÇÃO
Este material didático terá como objetivo trabalhar o gênero música
envolvendo o tema diversidade e relacionamento para que o aluno perceba que ao
aprender uma nova língua, pode-se aprender com textos significativos próprios da
língua estudada, fazendo isso de um jeito prazeroso, tentando despertar o interesse
do aluno pelas atividades apresentadas e pelas aulas de Inglês. Uma vez que a
música desperta sentimentos e emoções, aumentando afetividade e auxiliando na
formação do ser humano como um ser capaz, crítico e criativo.
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MATERIAL DIDÁTICO PEDAGÓGICO
UNIT 1
GENDER DIVERSITY
http://www.doistercos.com.br/quem-sao-os-%E2%80%9Ctranstornados-de-genero%E2%80%9D/
Objective:
Implementar intervenção pedagógica na turma de Ensino Médio com o uso de
música, tanto para a problematização da diversidade e relacionamento quanto para
a motivação e aprendizagem em língua inglesa.
Read the text below:
Sexual Diversity: Sexual Orientation, Gender Identity, and Intersex
More and more, people think of Canada as a diverse society. For example,
Canada is home to people of a wide variety of ethnic and religious backgrounds, skin
colours and languages. In other words, we are all not the same: there are many ways
in which human beings are different from each other.
Sexuality is one of the ways that people are different from one another.
Although the term “sexual diversity” can apply to many different aspects of sexuality
(for example people are diverse in terms of their sexual likes and dislikes), it is
usually used with respect to sexual orientation and gender identity.
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LGBTQ Stands for…
The acronym LGBTQ is a reflection of sexual diversity within society. Some
people wonder what exactly it stands for so let’s quickly review what each letter
stands for in the acronym.
L is for lesbian. Lesbian refers a female person whose primary sexual
attraction is toward females.
G is for Gay. Gay refers to a male person whose primary sexual attraction is
toward males.
B is for Bisexual. Bisexual refers to a male or female person who is sexually
attracted to both males and females.
T is for Transgender and/or Transsexual. Transgender refers to a person
whose gender identity is neither exclusively female nor male. Transsexual refers to a
person whose gender identity is the opposite of their biological sex.
Q is for Queer or Questioning. Some non-heterosexual people refer to
themselves as Queer because they are uncomfortable labeling themselves according
to the more traditional categories of gay, lesbian, or bisexual. A person who is
Questioning is in the process of arriving at a clearer sense of what their sexual
orientation is.
Sexual Orientation
The term “sexual diversity” is often used in the context of sexual orientation.
Not all people are heterosexual. Some people are gay, lesbian, bisexual, queer, or
questioning (for a more detailed definition of these terms see Sexual Orientation and
Coming Out). In other words, within the population there are people with different
sexual orientations and this is an example of sexual diversity.
Gender Identity
The term “sexual diversity” is often used in reference to gender identity. In
part, this refers to the fact that not all people have a gender identity that conforms
exactly to their biological sex. To make this easier to understand, let’s define the
basic terms relevant to a discussion of gender identity.
Biological sex: Most people are born with a body that is clearly either male or
female. So, for example, when a boy has a penis and testicles, we can say that his
biological sex is male and when a girl has a vagina and a uterus, we can say that her
biological sex is female.
Gender identity: Gender identity refers to how a person sees themselves in
terms of being male or female. In other words, gender identity is about how a person
feels with respect to being male or female which is a different concept than their
biological status as male or female.
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Transgendered, transsexual, trans: For some people, their gender identity
does not exactly match their biological sex. A person who sees themselves as being
neither exclusively male nor exclusively female in terms of their gender identity can
be described as transgender. A person whose sense of gender identity is opposite to
their biological sex (e.g., a person who feels that they are male but who is biologically
female; or vice versa) can be described as transsexual. Some transsexual people
seek out medical treatments to help align their bodies with their internally felt
identities. People in the transgendered and transsexual community often identify
themselves as “trans”.
Intersex
Western society has typically made a very clear social distinction between
people who are classified as male or female. However, in terms of biology, there are
some people whose genitals and/or reproductive organs are a mix of both male and
female. For example, a person may be born looking female on the outside but be
mostly male on the inside. Or a person may be born with genitals that appear to be
in-between or a mix of male and female. Intersexuality is usually the result of
hormonal factors during prenatal development that affect the reproductive organs. An
intersex person will develop a gender identity that best reflects how they feel. Some
will think of themselves as predominately male or female and some will adopt a
transgender identity.
Awareness and Acceptance of Sexual Diversity
In the past, sexual diversity within the Canadian population was less apparent
and visible than it is today. Over time, Canadian society has become much more
tolerant and accepting of the differences between Canadians along lines of religion,
ethnicity, race, and sexuality. This includes a recognition that we are a diverse
community with respect to sexual orientation, gender identity, transgenderism,
transsexualism, and intersexuality.
Texto disponível em: http://www.sexualityandu.ca/sexual-health/sexual-diversity. Acesso em 28-10 2013.
1. Strategies for reading the text:
a) Go to the text and underline the cognates
b) Select 10 words you can`t infer and look up for their meaning.
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2. Match the columns:
a) Queer or Questioning
( ) uma pessoa do sexo feminino, cuja
principal atração sexual é para mulheres.
b) Bisexual
( ) se refere a uma pessoa do sexo
masculino, cuja atração sexual primária
é para os homens.
c) Lesbian
( ) Uma pessoa que está questionando
está em processo de se chegar a um
sentido mais claro do que sua orientação
sexual é.
d) Gay
( ) Se refere a uma pessoa do sexo
masculino ou feminino, que é
sexualmente atraída por ambos os
machos e fêmeas.
e) Transgender and/or Transsexual
( ) Transsexual refere-se a uma pessoa
cuja identidade de gênero é o oposto do
seu sexo biológico.
3. Find in the text :
a) Há muitas maneiras em que os seres humanos são diferentes uns dos outros.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b) Sexualidade é uma das formas que as pessoas são diferentes umas das outras.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c) A sigla LGBT é um reflexo da diversidade sexual dentro da sociedade.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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d) A maioria das pessoas nasce com um corpo que é claramente masculino ou
feminino.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
e) Identidade refere-se à forma como a pessoa vê a si mesma em termos de ser do
sexo masculino ou feminino.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. According to the text, define:
a) Sexual orientation.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b) Intersexuality.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c) Biological sex
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
d) Gender identity
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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5. Complete the crossword with words in english:
APLICAR
MASCULINO
MAIS
MUITAS VEZES
PROCURAR
SOCIEDADE
TOLERÂNCIA
RUMO
FORMAS
AMPLO
MARAVILHA
PODE
MAIS CLARO
SENTIR
CONSCIÊNCIA
FEMININO
SEX0
IDENTIDADE
RÓTULOS
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6. Identifying connectors
Identificar e aprender a usar as palavras conectivas é de grande
importância não apenas para aprender a decifrar os significados de um
texto em inglês como em qualquer outra língua. São denominados
também de “marcadores do discurso”, articuladores, etc ... e servem
para articular as idéias e dar coesão e elegância ao texto. Em inglês
recebem várias denominações: Discourse markers, connection words,
logical connectors, cohesive markers, linking words, etc
Acesse o site: http://descomplicandoingles.blogspot.com.br/2009/03/identificando-conectivos.html.
Veja uma lista dos conectivos mais usados na Língua Inglesa.
Now go to the text and circle the connectives (at least seven). Then write their
meaning and function in the lines below.
___________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________________________________
_______________________________________________________________________________________________________
Stereotypes
Warm up-
Watch the video and note the stereotypes:
http://www.youtube.com/watch?v=j8GDUIh_Tis
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Think about it...
• If you find a person tattooed all, what is your first thought?
• What is your concept of a descendant of Asiatic?
• Have you heard of stereotypes?
• Do you usually judge people by appearance?
Definição de Estereótipo:
A palavra estereótipo vem do grego stereos e typos compondo uma "impressão sólida".
Uma marca ou cliché como forma de caracterizar ou representar pessoa, objeto ou grupo
social.
É a imagem preconcebida de determinada pessoa, coisa ou situação. São usados
principalmente para definir e limitar pessoas ou grupo de pessoas na sociedade. O estereótipo é
geralmente imposto, segundo as características externas, tais como a aparência (cabelos, olhos,
pele), roupas, condição financeira, comportamentos, cultura, sexualidade, sendo estas
classificações (rotulagens) nem sempre positivas que podem muitas vezes causar certos
impactos negativos nas pessoas.
http://www.unifoa.edu.br/portal/plano_aula/arquivos/04621/Esteri%C3%B3tipo,%20Preconceito%20e%20Discrimina%C3%A7%
C3%A3o%20-%20Material%20ALuno.pdf
Now let's watch a video about stereotypes and discuss with the class:
Source: http://www.youtube.com/watch?v=cOZd11Mcej4
7. In the video, what kind of people do we find?
( ) Brazilian
( ) Mexican
( ) Asian
( ) Blonde
( ) American
( ) Gays
( ) Religious
( ) Black
( ) Rich
8. Tick the sentences that appear in video:
( ) I really don’t know.
( ) we are equals.
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( ) I don’t have Aids.
( ) I’m not who you think I am.
( ) Stop judging me.
9. What is the request that they make at the end of the video?
___________________________________________________________________
___________________________________________________________________
( ) See
( ) descobrir, resolver
( ) Promiscuous
( ) palavra ofensiva a uma pessoa negra
( ) Shallow
( ) direto, correto
( ) A genius
( ) a julgar
( ) things
( ) ver
( ) Belong
( ) raso, superficial
( ) Judging
( ) promíscuo
( ) Straight
( ) Um gênio
( ) Figure out
( ) coisas
( ) A Nigger
( ) pertencer
11. Watch the video and complete the sentences:
a) I just don’t _____________________________
b) I don’t __________________ why.
c) When will __________________ a change?
d) When will___________________ I’m not who ______________I am.
e) I breath _____________________ you do.
f) I bleed the same_______________ you.
g) I shed_______________________ you do.
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►MUSIC◄
Listen to the song, pay attention to the video clip and try to infer the main
message.
Music- the Best Thing about me is you - RicK Martin.
Disponível em: http://www.youtube.com/watch?v=kzxoQ9rbDAA&list=RD02ZzS_yyNQESo
1. Now, Listen to the song and complete it using the verbs in the imperative:
Don´t act - give – take off – take – let – make – come - take - make
Da da did did... did da da da
I'm as happy as I can be
Cause I'm allergic to tragedy
The doctor says something's wrong
with me
The smile on my face has no
remedy
[Chorus]
So baby, Don't say no
---------- on..and just say yes
You know it's time to keep it simple
Let's----------- a chance and hope
for the best
Life is short so ---------- it what you
wanna
------------- it good, don't wait until
mañana
I think I'm cool cause your name's
on this heart shaped tattoo, now
The best thing about me is you
My cryin' days are now history
I had a change of philosophy
I take each day as it comes to me
And I won't take myself all that
seriously..so
[Chorus]
It's you...
Now the best thing
The best thing...
It's true..wooo..oo
------- ----- your shoes, lay back,
and ------ a load off
-------- me your blues, ------- me
love it away
Nothing to lose, so don't ------ like
such a grown up
-------- ------ all night in the
moonlight with me
(Just say yes)
Come on... and just say yes
You know it's time to keep it simple
Let's take a chance and hope for
the best
Life is short, so make it what you
wanna,
Make it good, don't wait until
mañana!
I think I'm cool cause your name's
on this heart shaped tattoo
Now the best thing about me is
you..wo..ooo
Is you wooo
Now the best thing about me is you
And the best thing about me is you
Best thing about me is you
The best thing about me is you
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2. Answer the questions below about the Song:
a) Do you know Rick Martin?
b) Has he ever participated in a band?
c) Was he involved any controversy recently?
d) What is the title of this song? What does it mean?
e) Why do you think he wrote this song?
f) What principles are mentioned in the song?
g) What are the views and attitudes displayed?
h) What is the controversial topic brought by this song?
►VOCABULARY◄
1. What do the expressions used in the song mean?
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
I'm as happy as
I'm allergic to tragedy
something's wrong with me
The smile on my face
Don't say no
Let's take a chance
hope for the best
Life is short
Make it good
don't wait until mañana
(
(
(
(
(
(
(
(
(
(
) não espere até amanhã
) não diga não
) Faça o melhor
) A vida é curta
) apenas diga sim
) alérgico à tragédia
) tem algo errado comigo
) Estou sempre o mais feliz
) O sorriso no meu rosto
) Vamos nos arriscar
2. At the beginning of the video clip, several words appear. Find the
correspondent word in English of these words:
a) igualdade ______________________________________
b) injustiça _______________________________________
c) amor __________________________________________
d) opressão_______________________________________
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e) liberdade_______________________________________
f) inocência_______________________________________
g) malícia ________________________________________
h) harmonia_______________________________________
i) paz____________________________________________
j) felicidade _______________________________________
3. Songs generally bring implicit messages to the listeners. In Rick
Martin’s song, the message is that:
a) Peace has the power to increase the love between men.
b) We’re equals as human beings.
c) We should accept all.
d) Everything that is in me is in you.
e) Inequality between people.
4. “I think I'm cool cause your name's on this heart shaped tattoo, now”.
The appropriated translation to the line above is:
_______________________________________________________________
_______________________________________________________________________
►LANGUAGE STUDY◄
Imperative Form
Usos:
•
•
Dar ordens
Be careful! Use somebody else´s computer.
Dar sugestões ou encorajar pessoas a fazerem coisas
Let´s get up early tomorrow and check our e-mail.
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Affirmative form:
Negative form:
Use discount cards at stores.
Don´t use discount cards at stores.
Let´s try to trace that voice.
Let´s not try to trace that voice.
Activities
1) Take out of the song four sentences in the imperative form:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
►UNDERSTANDING THE IMAGES ?◄
1. Look at the images below. What kind of message do the images convey?
Match the columns:
a)
c)
b)
d)
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e)
f)
g)
h)
i)
j)
( ) refuge
( ) oppression
( ) discriminal race
( ) happy
( ) malice
( ) silence
( ) innocence
( ) freedom
( ) harmony
( ) equality
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DISCUSSION IN GROUPS
1. Answer the questions below in Portuguese:
a) Have you experienced any excluding situation? How did you react to?
b) We live today in a world of diversity, but many people did not understand it
yet. What do you think about it?
c) What are the types of diversity?
d) How do you think a person who suffers discrimination/ prejudice feels?
e) Many people who are victims of discrimination or prejudice suffer in silence,
so many times, we do not realize their suffering. What consequences does it
may generate? Choose the alternatives:
( ) happiness
( ) sadness ( ) depression
( ) joy
( ) suicide
( ) love
( ) hate
( ) revolt
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f) After discussing all of it, what message can we take from this song? Copy a
verse of the song which demonstrates this message.
g) Give your opinion about everything we discussed.
☻☺READING☺☻
Read the text and do the activities:
Managing Diversity in the Workplace
The Chancellor's Committee on Diversity defines Diversity as:
"The variety of experiences and perspective which arise from differences in
race, culture, religion, mental or physical abilities, heritage, age, gender, sexual
orientation, gender identity and other characteristics."
So why is it when many people think of diversity, they think first of
ethnicity and race, and then gender? Diversity is much broader. Diversity is
otherness or those human qualities that are different from our own and outside
the groups, to which we belong, yet present in other individuals and groups.
It's important to understand how these dimensions affect performance,
motivation, success, and interactions with others. Institutional structures and
practices that have presented barriers to some dimensions of diversity should
be examined, challenged, and removed. A good starting-point for thinking about
diversity is to become familiar with UC’s system wide Non-Discrimination
Statement:
“It is the policy of the University not to engage in discrimination against
or harassment of any person employed or seeking employment with the
University of California on the basis of race, color, national origin, religion, sex,
gender identity, pregnancy, physical or mental disability, medical condition
(cancer-related or genetic characteristics), ancestry, marital status, age, sexual
19
orientation, citizenship, or status as a covered veteran. This policy applies to all
employment practices, including recruitment, selection, promotion, transfer,
merit increase, salary, training and development, demotion, and separation.”
Of course, diversity also encompasses a wide variety of other
differences,
including
work
experience,
parental
status,
educational
background, geographic location, and much more. And managing diversity
means more than simply observing legal and policy requirements. It also
means actively promoting community and comfort with difference, as noted
in UCSF’s Principles of Community:
“We recognize, value, and affirm that social diversity contributes richness
to the University community and enhances the quality of campus life for
individuals and groups. We take pride in our various achievements and we
celebrate our differences.”
As this suggests, workplace diversity can provide tremendous benefits in
terms of improved morale, outside-the-box thinking, greater teamwork, and an
atmosphere of mutual understanding and respect.
(Texto adaptado)UCSF Human Resources, 3333 California Street, Suite 305, San Francisco,
CA 94143, (415) 476-1645. Sitemap | Contact
Texto disponível em : http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12managing-diversity-in-the-workplace/ (acesso em 20-09-2013)
What are cognates?
Cognatas são palavras de uma língua estrangeira que, além de parecidas na forma, são
também parecidas no significado com palavras do português. A língua inglesa possui várias
palavras desse tipo, geralmente derivadas do latim ou do grego. Ao ler um texto em inglês,
procure sempre usá-las como apoio.
Para facilitar a sua aprendizagem, vamos dividir as palavras cognatas em duas
categorias:
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1. IDÊNTICAS: radio, piano, hospital, hotel, sofa, nuclear, social, total,
particular, chance, camera, inventor, etc.;
2. PARECIDAS: gasoline,
banks,
inflation,
intelligent,
population,
revolution, commercial, attention, different, products, secretary, billion,
dramatic, deposits, distribution, automatic, television, public, events,
models, electricity, responsible, explain, activity, impossible, lamp,
company, etc.
Disponível em: http://www.metropoledigital.ufrn.br/aulas/disciplinas/ingles/aula_04.html acesso 30-10-13
1. Find the cognates words in the text:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. From the cognate you found, sort them into "identical" or "similar".
IDENTICAL COGNATE
SIMILAR COGNATE
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What are false cognates? False friends?
Os chamados falsos cognatos (false friends) são palavras que parecem significar
uma coisa, mas, na verdade, significam outra, totalmente diferente. Você não
deve ficar preocupado (a) porque a probabilidade de uma palavra semelhante ao
português ser um false friend é muito pequena (menos de 0,1%). Portanto, é
mais provável que você acerte do que erre. Mesmo assim, é importante
conhecer essas palavras pelo fato de que um termo entendido erroneamente
pode alterar todo o sentido da interpretação de um texto.
Há casos nos quais a mesma palavra possui significados diferentes, dependendo do
contexto em que é empregada, funcionando vezes como um cognato, vezes como
um false friend. Veja o exemplo a seguir.TO DEPEND (v)
To depend on
1. If one thing depends on another, it is changed or affected by the other thing.
Prices vary depending on the computer you need. (COGNATO)
2. To need someone or something in order to survive or be successful.
The young birds depend on their parents for food for several weeks.
(COGNATO)
3. To trust someone.
You can depend on me. (FALSO COGNATO)
It/that depends
Used when you cannot give a definite answer, because different things are
possible in different situations
•
•
How much will I have to pay for a car?
It depends what type of car you want. (COGNATO)
<http://www.macmillandictionary.com/dictionary/american/depend>. Acesso em: 11 jan. 10.[Adaptado]
http://www.metropoledigital.ufrn.br/aulas/disciplinas/ingles/aula_05.html acesso em 30-10 -2013
22
1. Answer the questions about the text:
a) What is the text about?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b) According to the text, what is diversity?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
c) For, UCSF the definition of diversity can be much broader. Explain it.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
d) What should happen with the discriminatory practices that hinder people's
success?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
e) What is the University's policy against diversity?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
f) What does the University recognize?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Now, let’s see how the issue of Gender has been treated in different countries:
As the issue of Gender has been treated in some countries:
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76+ countries where homosexuality is illegal
76+ (or 78 or 82) countries with anti-homosexuality laws
Click image for list of people in jail or awaiting trial.
The International
Lesbian,
Gay,
Bisexual,
Trans
and
Intersex
Association, or ILGA, lists the following 78 (plus 4) countries with criminal laws
against sexual activity by lesbian, gay, bisexual, transgender or intersex people
(LGBTIs). Links in the list lead to this blog’s posts about individual countries.
The total is 82 if you include political entities such as Gaza/Palestine, the
Turkish-controlled northern portion of Cyprus, and Indonesia, where two large
provinces outlaw homosexual acts.
24
The total is 76-plus countries, according to a list from the St. Paul’s
Foundation for International Reconciliation, which uses that measure in its Spirit
of 76 Worldwide program aimed at repealing those laws.
AFRICA
1 Algeria
2 Angola
3 Benin
4 Botswana
5 Burundi
6 Cameroon
7 Comoros
8 Egypt
9 Eritrea
10 Ethiopia
11 Gambia
12 Ghana
13 Guinea
14 Kenya
15 Lesotho
16 Liberia
17 Libya
18 Malawi(enforce
19 Mauritania
ment
of
law
suspended)
20 Mauritius
21 Morocco
22 Mozambique
23 Namibia
24 Nigeria
25 Sao Tome
26 Senegal
27 Seychelles
28 Sierra Leone
29 Somalia
30 South Sudan
31 Sudan
32 Swaziland
33 Tanzania
34 Togo
35 Tunisia
36 Uganda
37 Zambia
38 Zimbabwe
ASIA, INCLUDING THE MIDDLE EAST
39 Afghanistan
40 Bangladesh
41 Bhutan
42 Brunei
43 Iran
44 Kuwait
45 Lebanon
46 Malaysia
47 Maldives
48 Myanmar
49 Oman
50 Pakistan
51 Palestine/Gaza 52 Qatar
Strip
53 Saudi
Arabia
54 Singapore
55 Sri Lanka
56 Syria
58 United
Arab
Emirates
59 Uzbekistan
60 Yemen
57 Turkmenistan
Two Asian/Middle Eastern countries are listed separately by the ILGA
under the heading “Legal status of homosexual acts unclear or uncertain”:
25
In Iraq, there is no law against homosexual acts, but homophobic
violence is unchecked and self-appointed sharia judges reportedly have
imposed sentences for homosexual behavior.
In India, enforcement of the law against homosexual activity has been
suspended by court action.
AMERICAS
61 Antigua
Barbuda
& 62 Barbados
66 Guyana
71 Trinidad
Tobago
67 Jamaica
63 Belize
64 Dominica
65 Grenada
68 St Kitts & Nevis
69 St Lucia
70 St Vincent &
the Grenadines
&
In the United States, anti-sodomy laws were ruled unconstitutional by the
U.S. Supreme Court in 2003, but they are still on the books in 13 states:
Alabama, Florida, Idaho, Kansas, Louisiana, Michigan, Mississippi, North
Carolina, Oklahoma, South Carolina, Texas, Utah and Virginia. Conservative
state legislators refuse to repeal the laws and, in some cases, police still
enforce them. Reportedly, in the past few years more than a dozen LGBT
people were arrested for violating those laws, but the arrestees were freed
because prosecutors won’t seek convictions based on defunct laws.
OCEANIA
72 Cook Islands
73 Indonesia (A 74 Kirbati
ceh
Province
and
South
Sumatra)
77 Papua New 78 Samoa
Guinea
79 Solomon Islands
75 Nauru
76 Palau
80 Tonga
81 Tuvalu
26
EUROPE
82 Northern Cyprus
Also in Europe and worth mentioning but not on that list of countries with laws against
homosexuality are:
Russia, which enacted a law in 2013 prohibiting any positive mention of
homosexuality in the presence of minors, including online;
Ukraine, which has considered, but so far has not adopted a similar law against
“gay propaganda.”
Moldova, which adopted and then repealed such a law in 2013.
For more information, see the ILGA’s world map, its 2012 report “State-Sponsored
Homophobia,” and ILGA’s updated and reformatted 2013 report.
Related information:
76 Countries Where Anti-Gay Laws Are As Bad As Or Worse Than
Russia’s (Each country’s law summarized in a list compiled by BuzzFeed. With
photos.)
Disponível em http://76crimes.com/76-countries-where-homosexuality-is-illegal/ acesso 05-11-2013.
Activities about the text:
1. Make yes to the country that homosexuality is free and no to countries where
homosexuality is forbidden.
País
Yes
No
Russia
Brazil
Angola
Argentina
United States
France
27
Portugal
Indonesia
England
Japan
Homework :
More information about Equality, Rights, LGBT, Civil Union Marriage,
Violence, ONU and OMS go to the blog
http://www.dzai.com.br/igualdade/blog/blogdaigualdade?pag=6 and write
one page about what you understood, and what you think about these
issues.
Now, listen to the song. What is it about?
When I Was Your Man
Bruno Mars
Same bed, but it feels just a little bit
Too young, too dumb to realize
bigger now
That I should've bought you flowers and
Our song on the radio, but it don't
held your hand
sound the same
Should've give you all my hours when I
When our friends talk about you
had the chance
All that it does is just tear me down
Take you to every party
Cause my heart breaks a little
Cause all you wanted to do was dance
When I hear your name
Now my baby is dancing, but she's
And all just sounds like ooh, ooh, ooh,
dancing
ooh, ooh
With another man
28
dancing
My pride, my ego
With another man
My needs and my selfish ways
Caused a good strong woman like you
Although it hurts
To walk out my life
I'll be the first to say that I was wrong
Now I never, never get to clean up
Oh, I know I'm probably much too late
The mess I made
To try and apologize for my mistakes
And it haunts me every time I close my
But I just want you to know
eyes
I hope he buys you flowers, I hope he
It all just sounds like ooh, ooh, ooh,
holds your hand
ooh, ooh
Give you all his hours when he has the
chance
Too young, to dumb to realize
Take you to every party cause I
That I should've bought you flowers and
remember
held your hand
How much you loved to dance
Should've give you all my hours when I
Do all the things I should've done
had the chance
When I was your man
Take you to every party
Cause all you wanted to do was dance
Do all the things I should've done
Now my baby is dancing, but she's
When I was your man
29
♪♪VOCABULARY STUDY♪♪♪
1. Find the words in English:
K
J
D
N
A
H
K
H
S
S
N
X
J
W
W
R
K
A
E
R
B
B
U
T
A
W
O
M
P
N
U
V
H
O
Q
H
Z
R
R
C
L
I
K
E
T
O
C
H
U
C
A
O
A
C
T
H
G
U
O
B
Y
O
B
U
X
N
E
L
T
T
I
L
O
H
U
W
E
M
T
G
H
W
F
R
U
Z
I
D
A
T
D
T
A
E
P
U
E
A
B
H
H
J
K
U
A
K
H
P
Z
S
E
E
L
L
E
S
R
C
N
K
E
E
O
I
L
H
M
Z
U
S
I
U
V
T
E
M
L
L
L
L
L
A
A
O
O
F
O
M
S
E
M
D
O
A
K
T
S
U
P
L
L
N
N
O
T
O
L
G
E
J
O
N
R
K
C
E
W
F
C
A
I
U
I
R
B
D
I
T
A
L
S
M
S
M
L
W
C
Z
O
Y
D
D
D
F
E
A
S
S
E
M
J
G
E
W
E
C
L
E
A
N
T
T
E
O
U
MESMO CAMA SENSAÇÃO A NOSSA SOM – FALAR
-TUDO LÁGRIMA –
CORAÇÃO QUEBRAR UM POUCO –
OUÇA - O TAMBÉM PARA
PERCEBER –
COMPROU –
REALIZADA TOMAR ORGULHO EGOÍSTA FORTE COMO
BAGUNÇA TARDE DESCULPAR
– QUANTA MÃO - DE
PERTO –
ASSOMBRA
a) Too young, too dumb to realize.
( ) Para tentar me desculpar pelos meus erros.
b) When I hear your name.
( ) Jovem demais, tolo demais para perceber.
c) My needs and my selfish ways.
( ) Minhas necessidades e meu jeito egoísta.
d) I know I'm probably much too late.
( ) Quando ouço o seu nome.
e) To try and apologize for my mistakes.
( )sei que provavelmente estou muito atrasado
30
WRITING
1. Encontre:
a) Uma oração que contenha uma conjunção adversativa que indica oposição.
_______________________________________________________________
_______________________________________________________________
b) Duas frases em que ele fala como deveria ter agido.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Comprehension questions:
a) What is the song about?
_______________________________________________________________
b) What does the song title suggests?
_______________________________________________________________
c) What does he feels when the name of his beloved is mentioned?
_______________________________________________________________
d) Why does he say "Too young, too dumb to realize." Do you agree with it?
_______________________________________________________________
e) According to the author, how should a man act with the woman he loves?
_______________________________________________________________
f) The man recognizes his mistake. How can we confirm it? Exemplify it with
excerpts from the song .
_______________________________________________________________
g) There is a phrase that shows that he was not with a clear conscience. What
sentence is this?
_______________________________________________________________
h) How do we know he is sorry?
_______________________________________________________________
31
i) After all, what is the authors’ desire?
_____________________________________________________________________
j) If you were his girlfriend, would you forgive him?
_______________________________________________________________
k) Have you ever had a situation like this? What happened?
_______________________________________________________________
LANGUAGE STUDY - MODAL VERBS
Usados para dar um significado específico para o verbo principal, os verbos
modais ou modal verbs, como são chamados em inglês, têm características
próprias. Tais como:
⇒ Não precisam de um verbo auxiliar, mesmo nas formas negativas e
interrogativas, pois seu papel na frase já é de um verbo auxiliar.
⇒ São sempre utilizados na forma infinitiva som o TO.
⇒ Sempre vêm antes do verbo principal, que por sua vez também vem na forma
infinitiva sem o TO.
⇒ Têm a mesma forma para todas as pessoas, não se flexionando a regra de
mudar o verbo nas terceiras pessoas do singular.
Não tem nem passado e nem futuro (com exceção do CAN que possui passado e
condicional).
⇒ Esses verbos modais ocorrem com muita frequência na língua inglesa, por
isso exigem um pouco mais de cautela e tempo ao serem estudados.
Para simplificar um pouco mais a forma de estudo, vamos ver cada verbo
separadamente e seu devido uso.
CAN (pode):
Expressa capacidade, habilidade ou permissão (capacity, ability or permission).
Em alguns casos podemos usar com sentido de possibilidade (possibility),
32
porém, devido a confusão que pode causar com o uso no sentido de capacidade,
é aconselhável o uso de MAY o MIGHT para possibilidade. Porém, considero
que seja de muita importância considerar este fato, para não ficarmos confusos
ao nos depararmos com tal situação.
Exs.:
Charlie cell therapy can repair a damaged tissue.
(A terapia com células-tronco pode reparar um tecido danificado) - expressa
capacidade, ou seja, a terapia com células-tronco tem a capacidade de reparar
os danos do tecido.
I can speak English.
(Eu posso falar inglês) – expressa habilidade, ou seja, eu tenho a habilidade de
falar inglês, eu posso falar.
Sua forma negativa se dá através do NOT após o verbo, ou de sua forma
contraída CAN’T.
COULD (podia, poderia):
Também expressa capacidade, habilidade ou permissão, só que no passado.
Seu uso como PODERIA é um uso mais formal ao se expressar um pedido.
Exs.:
Sebastian could read when he was four years.
(Sebastian podia ler quando ele tinha quatro anos) – expressa habilidade no
passado, ou seja, ele já tinha a habilidade de ler com quatro anos, e se refere ao
passado pois imagina-se que hoje ele não tenha mais quatro anos.
Could I use your cell phone for a minute?
(Eu poderia usar o seu celular por um minuto?) – expressa permissão.
Could you bring me a birthday present?
(Você poderia me trazer um presente de aniversário?) – expressa um pedido.
33
contraída COULDN’T.
MUST (deve):
Expressa obrigação, proibição ou dedução. No caso de querer expressar uma
obrigação no passado usa-se HAD TO.
Exs.:
Those scientists must learn more about stem cell transplants.
(Aqueles cientistas devem aprender mais sobre os transplantes de célulastronco) – expressa obrigação, ou seja, os cientistas são obrigados a aprenderem
mais sobre o assunto, pois o que já sabem não é o suficiente para um bom
transplante.
Derek must be tired after his soccer pratics.
(Derek deve estar cansado depois de seu treino de futebol) – expressa dedução,
ou seja, imaginamos que Derek esteja cansado depois de treinar futebol por
horas.
You mustn’t get out of bed today.
(Você não pode sair da cama hoje) – expressa proibição, ou seja, alguém está
proibido de sair da cama hoje.
Dr. Phillip had to go to his office las Saturday.
(Dr. Philip teve que ir ao seu escritório no último sábado) – expressa obrigação
no passado, ou seja, ele tinha que ido, mas não foi.
#DICA:
HAVE TO pode ser usado no lugar de MUST para indicar obrigação, sem alterar
seu sentido.
contraída MUST”T.
MAY (pode):
34
Expressa permissão, possibilidade ou dedução. Porém, ao expressar
permissão, MAY é usado em contextos mais formais do que o CAN. Em alguns
casos também é possível usar o MAY para expressar um desejo, como fazemos
quando usamos o verbo TO WISH.
Exs.:
May I go to the bathroom?
(Eu posso/poderia ir ao banheiro?) – expressa permissão, ou seja, estou sob as
ordens de outra pessoa, por isso não posso me retirar para ir ao banheiro
quando eu quiser, preciso pedir permissão antes.
The body’s ability to grow may fail sometimes.
(A habilidade do corpo para crescer pode falhar às vezes.) – expressa
possibilidade, ou seja, essa habilidade pode ou não falhar.
Joseph may be angry last night when screamed.
(José deveria estar nervoso ontem á noite quando gritou) – expressa dedução,
ou seja, não temos certeza de que ele estava realmente nervoso, mas
imaginamos que este seja o motivo pelo qual gritou.
#DICA:
MAY também pode ser utilizado para fazer um pedido, pedir ou dar permissão e
oferecer ajuda, mas nestes casos, ele se torna mais formal, sendo usado num
contexto, obviamente, mais formal.
MIGHT (podia, poderia):
Expressa possibilidade, tanto no passado quanto no presente.
Exs.:
Anna might have lunch with us tomorrow.
(Anna poderia vir almoçar conosco amanhã) – expressa possibilidade, ou seja,
ela pode ou não ir.
SHOULD (deve, deveria):
35
Expressa conselho ou recomendação.
Exs.:
You should study more.
(Você deve estudar mais) – expressa conselho.
You shouldn’t smoke so much.
(Você não deveria fumar muito/tanto) – expressa conselho
contraída SHOUDN”T.
Esses verbos acima, são os principais verbos modais usados na língua inglesa.
E sem eles não poderíamos ter dedução, possibilidade, nem proibir, dar
conselhos ou oferecer ajuda. Por isso eles são de extrema importância.
http://maniadeingles.com.br/modal-verbs-verbos-modais-para-que-servem/ acesso 04-11-2013
Activities:
1. Copy two phrases from the song that have modal verbs. What do they
mean?
_______________________________________________________________
_______________________________________________________________
2. Tick the ideas that the modal verbs can express:
a) May I use your phone?
( ) permission
( ) capacity
( ) ability
b) Sorry, I cannot understand what you are saying.
( ) prohibition
( ) capacity
( ) permission
c) The students must do their homework.
( ) permission
( ) obligation
( ) capacity
36
d) You should see a doctor.
( ) obligation
( ) permission
( ) advice
e) Mother, Can I leave now?
( ) permission
( ) possibility
( ) advice
37
UNIT 2
RACE – DIVERSITY
Fonte: http://www.joaquimnabuco.edu.br/noticia/exibir/cid/11/nid/1595/fid/1
Reducing Racial Prejudice and Racism. Posted on 24, April 2012 by pujols
1. Read the text below:
Reducing Racial Prejudice and Racism
Prejudice is an unfavorable or discriminatory attitude or belief towards another
person or especially members of certain racial or ethnic groups based on skin color or
ethnicity. There are three forms of prejudice, which include cognitive, behavioral, and
affective prejudice. Cognitive prejudice is what people believe to be true. Behavioral
prejudice refers to the prejudice on how people are determined to behave. Affective
prejudice refers to what people dislike or like. All of these forms of prejudice can be
harmful for the wellbeing of a child. However, there are many developing strategies,
which parents and schools employees can apply to reduce, racial, religious and ethnic
prejudices to improve intergroup relations.
38
How can racial and ethnic prejudice be reducing in society? Well, at an early
age, parents should start teaching their children in their own home how to avoid the
occurrence of prejudice. However, parents need to start with themselves because
children are very attentive to their parents actions. A child’s brain is like a sponge just
waiting to absorb any form of information available in his or her environment. By
performing prejudicial actions around our children, they are more than likely to perform
the same actions.
Schools officials could also take part in the process to reduce these forms of
prejudices. Public and private schools need to take necessary actions to reduce the
occurrence of prejudice. For instance, Schools Officials should not be tolerating ethnic
jokes or slurs. As stated earlier, children learn fast and often time the carried the
information that has being thought with them as they grow older. Moreover, Schools
Officials should also answer questions directly instead of evasively. For example if a
child asks, “why does he or she have dark skin?” a teacher might then answer by
explaining that it is the effects of genetics and melanin in the skin.
Reducing the occurrence of racial prejudice and racism should be everyone
responsibilities in any society. Prejudice could lead to racism, which is illegal and can
be harmful to society. This process could not happen overnight. Therefore, it is
everyone responsibilities to go further than personal experiences and remarks to
comprehend broader public issues and apply them to our daily life. Indeed, with the
support of authority, parents, and everyone in general, an increase in intergroup
relations could be achieved, which in return could have a positive effect in reducing
prejudice.
Texto disponível em: (http://livingtextblog.andosciasociology.net/2012/04/24/reducing-racial-prejudice-andracism/ )
This entry was posted in Uncategorized by pujols. Posted on 24, April 2012 Bookmark the permalink.
►UNDERSTANDING THE TEXT◄
1. What is the meaning of these words in the text:
a) prejudice
( ) relacionamento
( ) brigar
( ) preconceito
( ) preferir
39
b) behave
( )acreditar
( ) comportar-se
( )aprender
( ) criar
c) wellbeing
( )felicidade
( ) elegante
( )bem- estar
( ) escolher
d) to avoid
( ) pedir
( ) controlar
( ) tirar
( ) evitar
e) available
( ) capaz
( ) avaliar
( ) disponível
( ) ausentar
f) slurs
( ) gritos
( ) insultos
( ) sussurros
( ) luvas
g) skin
( ) braço
( ) olhos
( ) cabelo
( )pele
2. Answer the questions about the text:
a) According to the text, what is racial prejudice?
_______________________________________________________________
_______________________________________________________________
40
b) There are three forms of prejudice. What are they? Explain them.
_________________________________________________________________________________________________
_______________________________________________________________
c) How should parents act with children in relation to prejudice?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
d) What about institutions and schools?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
e) Whose is the duty of reducing racial prejudice and racism?
Let´s Sing the Song
1. Fill in the blanks with the words of the music box:
South Africa – illusion – significance – Angola – war – day – finally –
necessary – Superior – citizenship – continent – morality – Africans –
permanently – nation – philosophy – inferior – victory.
Bob Marley – War
Until the ______________which hold one race
______________and another______________
is ________________and _________________
discredited and abandoned
Everywhere is___________, me say _________
That until there are no longer first class
and second class citizens of any _____________
_________ the color of a man's skin
is of no more _______________________
than the color of his eyes
Me say _____________
41
That until the basic human rights are equally
guaranteed to all, without regard to race
Dis a ____________
That until that __________
the dream of lasting peace, world ______________
rule of international _________________
will remain in but a fleeting ________________
to be pursued, but never attained
Now everywhere is ___________, ____________
And until the ignoble and unhappy regimes
that hold our brothers in_________________, in __________________,
___________________
sub-human bondage have been toppled,
utterly destroyed
Well, everywhere is _______, me say _________
_________ in the east, _________ in the west
_________ up north, _________ down south
_________, _________, rumors of ___________
And until that day, the African ______________
will not know peace, we _____________will fight
we find it ___________and we know we shall win
as we are confident in the _______________
Of good over evil, good over evil, good over evil
Good over evil, good over evil, good ever evil.
42
2. Answer the Questions about the song:
a. Who is the singer? Where is he from? And what is the name of the song?
_______________________________________________________________
_______________________________________________________________
b. What does the word "war" mean? Why is it the title of the song?
_______________________________________________________________
_______________________________________________________________
c. Which countries are mentioned in the song?
_______________________________________________________________
_______________________________________________________________
d. According to the singer, what is necessary to avoid wars?
_______________________________________________________________
_______________________________________________________________
3.Write T (True) or F (False) according to the lyric:
( ) There is war in the world.
( ) There is only war in the east and west.
( ) There will be war, while the rights are not equally guaranteed.
( ) The war does not exist because of differences in race.
( ) Until there are no more class divisions, there will be war
1) war
(
) o bem sobre o mal
2) citizens
(
) Vitória
3) color of this eyes
(
) Continente Africano
4) human rights
(
) paz
43
5) regard to race
(
) sonho
6) dream
(
) privilégios de raça
7) peace
(
) direitos humanos
8) African continent
(
) cor dos olhos
9) Victory
(
) cidadãos
10) Good over evil
(
) Guerra
Eye on ENEM
5. Questão 94 (Enem 2011)
Bob Marley foi um artista popular e atraiu muitos fãs com suas canções . Ciente
de sua influência social, na música War , o cantor se utiliza de sua arte para
alertar sobre :
a) A inércia do continente africano diante das injustiças sociais.
b) A persistência da guerra enquanto houver diferenças radicais e sociais
c) As acentuadas diferenças culturais entre os países africanos
d) As discrepâncias sociais entre mulçumanos e angolanos como causa de
conflitos.
e) A fragilidade das diferenças radicais e sociais como justificativas para o
início da guerra.
6. A canção War foi composta por Bob Marley, a partir do discurso
pronunciado pelo imperador da Etiópia, Hailé Selassié (1892-1975) em
1936, na Liga das Nações. As ideias do discurso, presentes na letra da
canção acima, estão associadas:
a) Ao darwinismo social, que propunha a superioridade africana sobre as
demais raças humanas.
44
b) Ao futurismo, que consagrava a ideia da guerra como a higiene e renovação
do mundo.
c) Ao pan-africanismo, que defendia a existência de uma identidade comum
aos negros africanos e a seus descendentes.
d) Ao sionismo, que defendia que o imperador Selassié era descendente do rei
Salomão e da rainha de Sabá e deveria assumir o governo de Israel.
e) Ao apartheid, que defendia a superioridade branca e a política de
segregação racial na África do Sul.
Disponível em: http://www.chumanas.com/2013/01/descolonizacao-da-africa-e-da-asia.html
http://www2.richmond.com.br/vestibulares/PDF_ENEM_ING/ENEM_2011_INGLES.pdf acesso 09-102013
ADDITIONAL READING
A referida música do Bob Marley, na verdade, baseia-se em um discurso
do Imperador Haile Selassie I, da Etiópia, antes da Assembléia da ONU, de
1963 (fonte: Wikipédia).
Eis o discurso de Haile Selassie I:
That until the philosophy which holds one race superior and another inferior is
finally and permanently discredited and abandoned; That until there are no longer firstclass and second-class citizens of any nation; That until the color of a man’s skin is of
no more significance than the color of his eyes; That until the basic human rights are
equally guaranteed to all without regard to race; That until that day, the dream of
lasting peace and world citizenship and the rule of international morality will remain but
a fleeting illusion, to be pursued but never attained; And until the ignoble and unhappy
regimes that hold our brothers in Angola, in Mozambique and in South Africa in
subhuman bondage have been toppled and destroyed; Until bigotry and prejudice and
malicious and inhuman self-interest have been replaced by understanding and
tolerance and good-will; Until all Africans stand and speak as free beings, equal in the
eyes of all men, as they are in the eyes of Heaven; Until that day, the African continent
will not know peace. We Africans will fight, if necessary, and we know that we shall win,
as we are confident in the victory of good over evil. – Haile Selassie I
Texto retirado do seguinte site: http://direitosfundamentais.net/category/musica/. Acesso 10/10/2013
45
VOCABULARY STUDY
1.Check the alternative that gives the correct meaning in Portuguese of
the words in italics:
a) That until the philosophy which holds one race superior and another
inferior…
( ) mantém uma raça inferior e outra superior.
( ) mantém uma raça superior e outra inferior.
( ) mantém duas raças, superior e inferior .
b) That until there are no longer first-class…
( ) Até que não haja mais
( ) Como até aqui
( ) Até que haja
c) That until the basic human rights are equally guaranteed to all without regard
to race
( ) direitos humanos e igualdade garantida
( )direitos humanos básicos sejam igualmente garantidos para todos,
( )igualdade de direitos humanos
d) That until that day, the dream of lasting peace and world citizenship and the
rule of international morality will remain but a fleeting illusion.
( ) o sonho de paz e cidadania será uma regra.
( ) o sonho de paz duradoura e de cidadania mundial e do Estado de
moralidade.
46
( )o sonho de paz e cidadania sempre será uma ilusão.
e) And until the ignoble and unhappy regimes that hold our brothers in Angola,
in Mozambique and in South Africa in subhuman bondage have been toppled
and destroyed;
( )os bons regimes mantém nossos irmãos em boas condições e não foram
destruídos ;
( )os regimes aprisionam nossos irmãos em condições subumanas e infelizes
devem ser destruídos ;
( ) os regimes ignóbeis e infelizes, que aprisionam nossos irmãos
subumanas escravidão foram derrubados e destruídos;
em
f) Until all Africans stand and speak as free beings, equal in the eyes of all men,
as they are in the eyes of Heaven;
( ) Iguais aos olhos de todos os homens, pois eles são aos olhos do Céu;
( )Iguais somente aos olhos dos homens, pois não são aos olhos do Céu;
( )Iguais somente aos olhos dos Céus, pois não são aos olhos dos homens.
g) We Africans will fight, if necessary, and we know that we shall win, as we are
confident in the victory of good over evil.
( ) Nós Africanos lutaremos e sabemos que vamos ganhar.
( ) Nós Africanos somos confiantes na vitória .
( ) Nós Africanos lutaremos, pois somos confiantes na vitória do bem sobre o
mal.
47
NOW LET´S WATCH THE FILM:
http://osofadadri.blogspot.com.br/2013/08/filme-historias-cruzadas.html.
Ideologias do filme
1. DEBATE ABOUT THE FILM:
TOPICS FROM DISCCUS:
• Racism
• Position of woman in the society
• On inequality of labor
•
Profile of the society of the time
48
Now let´s see the clip of the song :
Where is the Love?
Black Eyed Peas
What's wrong with the world, mama
or would you turn the other cheek
People livin' like they ain't got no
mamas
Father, Father, Father help us
I think the whole world addicted to the
send us some guidance from above
drama
'Cause people got me, got me
Only attracted to things that'll bring you
questioning
trauma
Where is the love (Love)
Overseas, yeah, we try to stop
terrorism
Where is the love (The love)
But we still got terrorists here livin'
In the USA, the big CIA
Where is the love
The Bloods and The Crips and the KKK
The love, the love
But if you only have love for your own
race
It just ain't the same, always unchanged
Then you only leave space to
New days are strange, is the world
discriminate
insane
And to discriminate only generates hate
If love and peace is so strong
And when you hate then you're bound
Why are there pieces of love that don't
to get irate, yeah
belong
Badness is what you demonstrate
Nations droppin' bombs
And that's exactly how anger works and
Chemical gasses fillin' lungs of little
operates
ones
Nigga, you gotta have love just to set it
With the on going suffering as the youth
straight
die young
Take control of your mind and meditate
So ask yourself is the loving really gone
Let your soul gravitate to the love, y'all,
So I could ask myself really
y'all
what is going wrong
In this world that we livin' in
People killing, people dying
people keep on giving in
Children hurt and you hear them crying
Making wrong decisions, only visions of
would you practice what you preach
them dividends
49
Not respecting each other, deny thy
Selfishness got us followin' in the wrong
brother
direction
A war is going on but the reason's
Wrong information always shown by the
undercover
media
The truth is kept secret,
Negative images is the main criteria
it's swept under the rug
Infecting the young minds faster than
If you never know truth
bacteria
then you never know love
Kids act like what they see in the
Where's the love, y'all, come on (I don't
cinema
know)
Yo', whatever happened
Where's the truth, y'all, come on (I don't
to the values of humanity
know)
Whatever happened
Where's the love, y'all
to the fairness in equality
Instead in spreading love we spreading
People killing, people dying
animosity
Children hurt and you hear them crying
Lack of understanding,
leading lives away from unity
That's the reason why sometimes I'm
feeling under
That's the reason why sometimes I'm
feeling down
There's no wonder why sometimes I'm
questioning
feeling under
Gotta keep my faith alive till love is
found
People killin', people dyin'
Where is the love
Children hurt and you hear them cryin'
The love, the love
I feel the weight of the world on my
shoulder
As I'm getting older, y'all, people gets
colder
Most of us only care about money
questionin'
making
50
Letra - disponível em: http://www.vagalume.com.br/black-eyed-peas/where-is-the-love.html. Acessado
em 08-10-2013.
- Video: http://www.youtube.com/watch?v=WpYeekQkAdc. Acesso 22-11-2013
1. Match the Columns
1) To send
( ) viver, morar
2) To die
( ) pensar, achar
3) To kill
( ) viciar, depender
4) To try
( ) conseguir, obter, receber
5) To bring
( ) atrair
6) To attract
( ) trazer
7) To addict
( ) tentar, experimentar
8) To think
( ) matar
9) To get
( ) morrer
10) To live
( ) enviar
2. Find a sentence that says:
a) O que há de errado com o mundo.
__________________________________________________________________
b) Tenha controle de sua mente e medite.
________________________________________________________________________
c) Pessoas matando, pessoas morrendo.
_______________________________________________________________
51
d) Você pode praticar o que você prega?
_______________________________________________________________
e). Identify in the music the verses that talk about racism.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. WORD HUNTS
G
B
D
X
R
F
B
L
T
H
A
Z
E
G
N
R
N
T
I
A
L
I
B
N
E
W
N
I
O
N
P
V
C
E
O
V
K
Y
G
T
E
K
L
W
D
T
V
K
U
I
N
U
D
H
Q
K
E
I
E
X
B
F
I
N
K
M
C
I
U
S
B
R
D
Q
V
X
B
Z
S
A
N
A
A
I
I
D
I
Y
V
O
C
B
E
H
I
R
L
A
G
M
W
G
U
H
Q
R
N
I
Y
T
I
N
A
M
U
H
E
Q
P
C
G
E
D
O
T
E
V
O
L
E
A
N
I
M
O
S
I
T
Y
L
V
X
K
Q
A
Y
I
G
S
O
N
M
W
B
S
N
U
N
I
T
Y
I
Z
X
B
U
W
V
Q
ABOVE
BELONGEQUALITY
LIVIN
UNITY
ANIMOSITYCHEEK
GIVING
LOVE
BACTERIA
DYIN
HUMANITY
PREACH
52
4. Check the correct alternative:
a) Who the author speaks at the beginning of the song with?
( )brother ( )father ( )mother ( )sister ( ) daughter
b) whom the author refers in the chorus of the song to?
( )Father ( ) Mother ( ) God ( )Brother ( )Daugther
c)
(
(
(
(
This can be proved by the phrase ...
) or would you turn the other cheek
) send us some guidance from above
) Negative image is the main criteria
) would you practice what you preach
d) What is necessary to get to know the love?
( ) the prayer
( ) the reason
( ) the truth
( ) the happiness
( ) the music
e) According to the song, what could change the world?
( ) the truth
( ) the reason
( ) the justice
( ) the love
( ) the union
5. Answer the questions below according to the song:
a) What's wrong with the world, according to the author?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
53
b) According to it, it is only through love that we will end all human differences.
Do you agree with the song? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
6. Let´s go to the computer lab. Research the meaning of xenophobia,
racism, tolerance.
WRITING
In groups, create a poster on issues of racism, xenophobia, tolerance
and"where is the love". Exhibit it at the school.
54
UNIT 3
CULTURE AND RELIGION –DIVERSITY
http://cidadaniamodelo.blogspot.com.br/2010/07/religiao-brasil-x-africa-do-sul.html
Pre- Reading
Every nation has its customs and beliefs. See, in the following text as
solidarity can overcome cultural intolerance.
READING
The Christmas Menorah
On Sunday morning, someone took a baseball bat and broke the front window
of a house in Newtown, Pennsylvania. It was the only house on the street with a lighted
menorah in the window, and the criminals smashed it. A menorah is used to celebrate
55
the eight-day Jewish Festival of Lights. As a Nativity scene reminds Christians of their
heritage and faith, so does a menorah for Jews.
The Woman who lived in the vandalized house was no stranger to prejudice.
She had come with her mother, a Holocaust survivor, to the United States to
escape persecution in the old Soviet Union.
Lisa Keeling, a neighbor, heard about the incident on returning as from Mass
with her family. She was astonished. She had never heard of anyone`s being
threatened because of faith or ethnicity in Newtown.
Lisa had an idea. She ran into another neighbor, Margie Alexander, who had
been horrified as Lisa when she heard the news, and they decided to act. Word got
around, and several Christian neighbors dropped by, asking what to do.
That night, when the Jewish woman turned onto her street, she stopped in
amazement. Greeting her was a sea of orange menorah lights, shining in silent
solidarity from the windows of all eighteen Christian houses on her block. Blinking with
tears, she went home and replaces her own menorah back in the window.
Margie and Lisa are hanging menorahs again this Christmas. “It taught us a
wonderful lesson. Just one step in the right direction can make life better for
everyone.”Lisa Keeling, a neighbor, heard about the incident on returning as from Mass
with her family. She was astonished. She had never heard of anyone`s being
threatened because of faith or ethnicity in Newtown.
Lisa had an idea. She ran into another neighbor, Margie Alexander, who had
been horrified as Lisa when she heard the news, and they decided to act. Word got
around, and several Christian neighbors dropped by, asking what to do.
That night, when the Jewish woman turned onto her street, she stopped in
amazement. Greeting her was a sea of orange menorah lights, shining in silent
solidarity from the windows of all eighteen Christian houses on her block. Blinking with
tears, she went home and replaces her own menorah back in the window.
Margie and Lisa are hanging menorahs again this Christmas. “It taught us a
wonderful lesson. Just one step in the right direction can make life better for everyone.”
Ladies `Home Journal, December 1997. Apud English for All, Eliana, Maria Clara, Neusa .
Editora Saraiva. Vol.2.p76-80.1ªed, 2010. São Paulo.
56
VOCABULARY STUDY
a) someone
( ) vizinho
b) broke
( ) sobrevivente
c) window
( ) herança
d) menorah
( ) desconhecido
e) smashed
( ) alguém
f) Jewish
( ) quebrou
g) heritage
( ) janela
h) stranger
( ) objeto com velas
i) survivor
( ) judaica
j) neighbor
( ) despedaçou
UNDERSTANDING THE TEXT
2. Understanding the text:
a) What happened on a Sunday morning in Newtown, Pennsylvania?
_______________________________________________________________
_______________________________________________________________
b) Why was there a menorah in the window?
_______________________________________________________________
_______________________________________________________________
c) Who was the lady in the vandalized house ?
_______________________________________________________________
_______________________________________________________________
57
e) What did the neighbors do that night?
_______________________________________________________________
______________________________________________________________
f) What lesson did they learn?
_______________________________________________________________
_______________________________________________________________
f) What does this text leads us to think about?
_______________________________________________________________
_______________________________________________________________
h) Do you know someone who has suffered prejudice because of their faith or
Ethnicity?
_______________________________________________________________
_______________________________________________________________
i) The attitude of the neighbors was surprising, right? if you were one of those
neighbors, would you do the same?
_______________________________________________________________
_______________________________________________________________
j) Prejudice breeds hatred, but good attitudes generate love. Do you agree?
_______________________________________________________________
_______________________________________________________________
Now watch the video:
Disponível em: http://www.youtube.com/watch?v=XRG0dJiprjg
58
3. Now , it is your turn: introduce yourself and say what is the object that
best represents your culture or religion.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Listen to the song and find seven errors:
One Tribe
Black Eyed Peas
Compositor: Will.I.Am e
Whoa-oh-oh-oh-oh!
The place where the little language is
Whoa-oh-oh-oh-oh-oh!
unity
Woah-oh-oh-oh-ooooh!
And the continent is called Pangaea
Oh-woah-oh!
And the main ideas are connected like
a spear
One Tri...
One Tri...
One Tribe, One Time, One Planet, One
Race
It`s all one blood, don't care about your
face
The color of your eye
Or the tone of your skin
Don't care where you are
Don't care where you been
Don't care where you been
Cause where we gonna go
Is where we wanna be
No propaganda, They tried to upper
hand us
Cause man I'm loving this peace
Man, man, I'm loving this love
Man, man, I'm loving this peace
I don't need no leader
That's gonna force feed a
Concept that make me think I need to
Fear my brother and fear my brother
And shoot my neighbor
Or my big missile and you
If I had an enemy to [enemy]
59
If I had an enemy to [enemy]
If I had an enemy
But, we know that the one [one]
Then my enemy is gonna try to come
The evil one is threatened by the sum
and kill me
[sum]
Cause I'm his enemy
So he'll come and try and separate the
There's one tribe ya'll
sum
But he dumb, he didn't know we had a
One tribe ya'll
way to overcome
One tribe ya'll
One tribe ya'll
Rejuvenated by the beating of the drum
We are one people
Come together by the cycle of the hum
We are one people
Let's cast amnesia, forget about all that
evil
Forget about all that evil, that evil that
they feed ya
evil
That evil that they feed ya
Remember that we're one people
We are one people
One people, one people [One People]
One tribe, one tribe
One tribe, one time, one planet, one
[race]
Race, one love, one people, one [and]
Too many things that's causing one [to]
Forget about the main cause
Connecting, uniting
But the evil is seen and alive in us
So our hopes are colliding and miracle
And our peace is sinking like Poseidon
Freedom when all become one [one]
Forever
One tribe ya'll
One tribe ya'll
One tribe ya'll
We are one people
Let's cast amnesia
Forget about all that evil [evil]
That evil that they feed ya
Let's cast amnesia
That evil, that they feed ya [feed ya]
Remember that we're one people
We are one people
One love, one blood, one people
One heart, one beat, we equal
Connected like the internet
United that's how we do
Let`s break walls, so we see through
Let love and peace lead you
60
We could overcome the complication
One tribe ya'll
cause we need to
Help each other, make these changes
Brother, sister, rearrange this
The way I'm thinking that we can
change this bad
condition
Wait, use you mind and not your greed
Let`s, let`s cast amnesia
Let's connect and then proceed
This is something I believe
Lord help me out
We are one, we're all just people
Trying to figure out what it`s all about
[what it`s all about]
One tribe ya'll
Cause we're one in the same [one in
One tribe ya'll
the same]
One tribe ya'll
Same joy, same pain
We are one people
And I hope that you're there when I
Let's cast amnesia
need ya
Forget about all that evil
Cause maybe we need amnesia
Forget about all that evil, that evil that
And I don't wanna sound like a
they feed ya
preacher
Let's cast amnesia
But we need to be one
evil
One world, one love, one passion one
That evil, that they feed ya
race
One tribe, one understanding
We're one tribe ya'll
Cause you and me can become one
We people, we people
Fonte - http://www.vagalume.com.br/black-eyed-peas/one-tribe.html acesso dia 22-11- 2013
Clip fonte - http://www.youtube.com/watch?v=X5E_yFyGDjM. Acesso dia 22-11-2013
61
1. General Comprehension:
• Finding the Main Idea
Chose the alternative that contain the main idea of the text.
“People are from different cultures and colors and we should not accept
them.”
“No matter who you are, we are all equal, we are all brothers and sisters.”
“People will always be different.”
“Remember that weren´t one people.”
2. Good News or Bad News?
Some words have a positive meaning. They are good news (GN) .
Others have a negative meaning; they are bad news (BN). Write GN or BD for
each column:
1- Love
2- Blood
3- Evil
4- Peace
5- Uniting
6- Hope
7- Miracle
62
8- Dumb
9- Freedom
10-Believe
Note:
Gírias (Slangs): são expressões usadas, na maioria das vezes, em letras
de rap. Os rappers utilizam esse tipo de contração pra conseguir mais
rimas ou melhorar a sonoridade das canções. Ou, mesmo, em alguns
casos, só pelo prazer de escrever diferente mesmo. São vocábulos que
fazem parte da fala coloquial.
3. Match the columns, according to the translation of slang or contraction:
1) Don´t care
( ) Cara
2) Gonna go
( ) vamos quebrar
3) Wanna be
( ) vamos lançar
4) It´s all
( ) todos vocês
5) That´s gona
( ) é tudo
6) ya´ll
( ) não importa, não se preocupa
7) Let´s cast
( ) isso vai
8) Same joy
( ) irei, iremos
9) Let´s break
( ) mesma alegria
10) Man
( ) queremos estar
4. Find in the song the appropriated translation to the phrases below:
a) Não importa onde você está.
_______________________________________________________________
_______________________________________________________________
63
b) O lugar onde o pequeno idioma é único.
_______________________________________________________________
_______________________________________________________________
c) Porque cara eu estou amando essa paz.
_______________________________________________________________
_______________________________________________________________
d) Vamos lançar aminésia, esquecer todo o mal.
_______________________________________________________________
_______________________________________________________________
e) Lembre-se que nós somos um povo.
_______________________________________________________________
_______________________________________________________________
f) Uma tribo, um tempo, um planeta, uma [raça].
_______________________________________________________________
_______________________________________________________________
g) Liberdade quando todos se tornam um [um] Para sempre.
_______________________________________________________________
_______________________________________________________________
h) Um coração, uma batida, somos iguais.
_______________________________________________________________
_______________________________________________________________
i) Aguarde, use sua mente e não sua ganância.
_______________________________________________________________
_______________________________________________________________
j) Mesma alegria, a mesma dor.
_______________________________________________________________
_______________________________________________________________
5. Words in Context:
a) Is The language of the song formal or informal? Support your answer with
examples from the song.
_______________________________________________________________
_______________________________________________________________
b) In the Second song, the author says “we are one tribe, one time, one planet,
one race”. What do you think he is talking about it?
_______________________________________________________________
_______________________________________________________________
64
c) The author says this is something that I believe. What is he talking about?
_______________________________________________________________
_______________________________________________________________
d) According to the text we can infer that we are all equal regardless of religion,
race or color. Do you agree with it? Why?
_______________________________________________________________
_______________________________________________________________
e) The author says that evil is seen and alive among us. How can we perceive
it? Bring verses from the song to confirm it.
_______________________________________________________________
_______________________________________________________________
f) "But he did not know we had a way to overcome." According to the song, how
will this be overcome?
_______________________________________________________________
_______________________________________________________________
g) How can we understand this passage? “Wait, use you mind and not your
greed Let's connect and then proceed”.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
h) Why does he say “Let's cast amnesia”?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
65
6. Now let´s to Watch a video about the religion in the world and answer
the questions:
Disponível em: http://www.youtube.com/watch?v=8cROUJEwPqc
http://www.youtube.com/watch?v=Sg4uAVSukWo
a) Answer the questions about yourself:
1-
Do you have a religion?
2-
Do You go to church or
temple with frequency ?
3-
Do you believe in God?
4-
Do you often pray?
5-
When something bad
happens to you, what do
you do? Do you seek for
God?
6-
Do Your friends attend
any church?
7-
Have you ever argued
with someone about
religion?
8-
Do You follow the
religion of their parents?
9-
Do You get involved in a
misunderstanding about
religion?
Yes
No
66
10- Have you suffered
Bullying because of your
religious choice?
b) Listening: listen to the song and order the verses:
Losing My Religion R.E.M.
But that was just a dream
Oh, Life is bigger
Consider this (2x)
(try... cry... why... try)
It's bigger than you
The hint of the century
That was just a dream, just a
and you are not me
Consider this
dream,
The lengths that I will go to
The slip that brought me
just a dream, dream...
The distance in your eyes
To my knees failed
Oh no I've said too much
What if all these fantasies
I set it up
Come flailing around
Now I've said too much
I thought that I heard you laughing
I thought that I heard you sing
I think I thought I saw you try
That's me in the corner
Every whisper
But that was just a dream
That's me in the spot light
Of every waking hour I'm
That was just a dream
Losing my religion
Choosing my confessions
That's me in the corner
Trying to keep up with you
Trying to keep eye on you
That's me in the spotlight
And I don't know if I can do it
Like a hurt lost and blinded fool
Losing my religion
Oh no, I've said too much
(fool!)
I haven't said enough
Oh no I've said too much
And I don't know if I can do it
I thought that I heard you
I set it up
Oh no, I've said too much
laughing
I haven't said enough
I thought that I heard you laughing
Fonte: vídeo - http://www.youtube.com/watch?v=xwtdhWltSIg
Letra - http://www.vagalume.com.br/r-e-m/losing-my-religion.html
67
1. Working Vocabulary:
Do you know these verbs?
PRESENT
PAST
FUTURE
Are
Know
Say
Lose
Try
Heard
Choose
Think
Wake
See
2. These words are from the music “Losing My Religion”. Write them in
English:
a) extremos
i) deslize
b) canto
j) de joelhos
c) atenções
k) sonho
d) demais
l) apenas
e) suficiente
m) rindo
f) magoado
n) olhos
g) perdido
o) bobo
h) cego
p) a dica
68
3. Comprehension about the text:
a) Why do you think he said too much?
_____________________________________________________________________
_____________________________________________________________________
b) What can we understand about the stanza below?
“That's me in the corner
That's me in the spot light
Losing my religion
And I don't know if I can do it.”
_______________________________________________________________
_______________________________________________________________
c) What was the authors’ feeling in the end of the third stanza?
_______________________________________________________________
_______________________________________________________________
d) What was just a dream to the author?
_______________________________________________________________
_______________________________________________________________
e) And you, what is your opinion on the subject of the song?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
f) Do you believe in a relationship where people are from different religions?
Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
69
REFERÊNCIAS
http://www.sexualityandu.ca/sexual-health/sexual-diversity
http://descomplicandoingles.blogspot.com.br/2009/03/identificandoconectivos.html
http://www.youtube.com/watch?v=cOZd11Mcej4
http://www.youtube.com/watch?v=kzxoQ9rbDAA&list=RD02ZzS_yyNQESo
http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managingdiversity-in-the-workplace/
http://www.metropoledigital.ufrn.br/aulas/disciplinas/ingles/aula_04.html acesso
30-10-13
http://www.metropoledigital.ufrn.br/aulas/disciplinas/ingles/aula_05.html
http://www.metropoledigital.ufrn.br/aulas/disciplinas/ingles/tabela_1.html
http://www.dzai.com.br/igualdade/blog/blogdaigualdade?pag=6
http://www.dzai.com.br/igualdade/blog/blogdaigualdade?pag=6
http://maniadeingles.com.br/modal-verbs-verbos-modais-para-que-servem/
http://www.chumanas.com/2013/01/descolonizacao-da-africa-e-da-asia.html
http://www2.richmond.com.br/vestibulares/PDF_ENEM_ING/ENEM_2011_ING
LES.pdf
http://direitosfundamentais.net/category/musica/
http://osofadadri.blogspot.com.br/2013/08/filme-historias-cruzadas.html
http://www.vagalume.com.br/black-eyed-peas/where-is-the-love.html
http://www.youtube.com/watch?v=WpYeekQkAdc
http://www.vagalume.com.br/black-eyed-peas/one-tribe.html acesso dia 22-112013
http://www.youtube.com/watch?v=X5E_yFyGDjM
http://www.youtube.com/watch?v=8cROUJEwPqc
http://www.youtube.com/watch?v=Sg4uAVSukWo
70
http://www.youtube.com/watch?v=xwtdhWltSIg
http://www.vagalume.com.br/r-e-m/losing-my-religion.html
http://www.youtube.com/watch?v=j8GDUIh_Tis
71

Diversidade Cultural: uma proposta de ensino por meio do gênero

Transcription

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