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?

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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?

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Em que contexto e através de que procedimentos foram coletados os dados?

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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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