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espaço reservado para isso.

1
Se, em qualquer outro local deste Caderno, você assinar, rubricar, escrever mensagem, etc., será
excluído do Exame.
Este Caderno contém 5 questões discursivas referentes à Prova da Língua Estrangeira escolhida
2
pelo candidato. Não destaque nenhuma folha.
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3
imediatamente ao Fiscal que o substitua.
Será avaliado apenas o que estiver escrito no espaço reservado para cada resposta, razão por
4
que os rascunhos não serão considerados.
Escreva de modo legível, pois dúvida gerada por grafia, sinal ou rasura implica rá redução de
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pontos.
6 Só será permitido o uso de dicionário INGLÊS/INGLÊS.
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8 Utilize para rascunhos, o verso de cada página deste Caderno.

9 Você dispõe de, no máximo, três horas, para responder as 5 questões que constituem a Prova .

10 Antes de retirar-se definitivamente da sala, devolva ao Fiscal este Caderno.

Assinatura do Candidato: ________________________________________________

UFRN – Exame de Proficiência 2014_3 – Inglês

As questões de 01 a 05, cujas respostas deverão ser redigidas EM PORTUGUÊS, referem -se
ao texto abaixo.

TURNING CULTURE UPSIDE DOWN: THE ROLE OF TRANSCULTURAL EDUCATION

Jerry Aldridge
Jennifer L. Kilgo
Lois M. Christensen
University of Alabama at Birmingham

Approximately 50 years ago, the function of education with regard to culture was assimilation
(Aldridge & Goldman, 2007), however, not even assimilation was advocated for all citize ns. The
integration of African Americans and other minority ethnic groups into public schools was by no
means a reality in the United States. The Civil Rights Movement was intensifying as 13 freedom
riders traveled from Washington, D.C., to the Deep South, challenging segregation before they
were arrested in Jackson, Mississippi allegedly for their own protection. Dr. Martin Luther King,
Jr. advocated for nonviolent protests to right the vast injustices and the wrongs resulting from
desegregation (McKinstry, 2011). As multicultural education became more popular, numerous
misconceptions developed (Aldridge, Calhoun & Aman, 2000). In Europe, “intercultural education
arose from concerns that multicultural education failed to address entrenched deficit assumptio ns
about minority groups” (Miller & Petriwsyj, 2013, p. 253). Intercultural education began to distance
itself from multicultural education (Gudykunst & Kim, 1984; Gundara & Portera, 2011).
Intercultural educators explained they were different from multicu ltural educators. Intercultural
education eventually became defined as education that promotes “deep engagement with diverse
cultures and worldviews to enrich children and society, rather than the celebration of differences
and the co-existence of various cultural groups” (Miller & Petriwsyj, 2013, p. 253).
Intercultural education also has been criticized. According to Paul C. Gorski (2008), “Despite
unquestionably good intentions on the part of most people who call themselves intercultural
educators, most intercultural education practice supports, rather than challenges, dominant
hegemony, prevailing social hierarchies, and inequitable distributions of power and privilege” (p.
515). Attempts to address these concerns and deficits have been made by Gorski.
Many of the issues regarding both multicultural and intercultural education remain still.
The purpose of this article is to explore the possibility of transcultural education as an alternative
to multicultural and intercultural education and what that wo uld mean to educational practice. The
term transcultural has been used sparingly in the professional literature with regard to educational
practices. Like intercultural education, transcultural education has been used primarily in Europe,
and most often with regard to nursing education (Cook, Sheerin, Bancel, & Rodrigues Gomes,
2012). A definitive definition of transcultural education has not been proposed. W ith multiple
issues associated with both multicultural and intercultural education, however, a new p aradigm of
transcultural education requires exploration.
This article is divided into four broad sections. The first two sections are: (a) can transdisciplinary
teaming contribute to the definition and practice of transcultural education? and (b) what doe s the
“trans” in transcultural mean? The third discussion section raises questions regarding culture and
individuality and their relationship to the purposes in education. Finally, the fourth section
provides tentative conclusions to encourage a dialogue a nd debate about the future of
transcultural education.

Disponível em:< http://link.periodicos.capes.gov.br. >. Acesso em: 6 out. 2014.

UFRN – Exame de Proficiência 2014_3– Inglês – Ciências Humanas e Sociais 1

Questão 1
Como se deu, de acordo com o texto, a intensificação do Movimento para os Direitos Civis?
Espaço para Resposta

Questão 2
Explique a crítica de Gorski à educação intercultural.
Espaço para Resposta

UFRN – Exame de Proficiência 2014_3– Inglês – Ciências Humanas e Sociais 2

Questão 3
Qual é o propósito do artigo explicitado no texto?
Espaço para Resposta

Questão 4
Descreva qual o objetivo da terceira seção do texto e o papel da quarta seção, de acordo com o
último parágrafo.
Espaço para Resposta

UFRN – Exame de Proficiência 2014_3– Inglês – Ciências Humanas e Sociais 3

Questão 5
 Traduza o fragmento textual abaixo no espaço reservado para isso.
 Seu texto deverá apresentar clareza e estar bem articulado tanto em termos estruturais
quanto de sentido.

Approximately 50 years ago, the function of education with regard to culture was
assimilation, however, not even assimilation was advocated for all citizens. The integration
of African Americans and other minority ethnic groups into publi c schools was by no means
a reality in the United States.[…] As multicultural education became more popular,
numerous misconceptions developed. In Europe, “intercultural education arose from
concerns that multicultural education failed to address entrenche d deficit assumptions about
minority groups”.

ESPAÇO DESTINADO AO TEXTO DEFINITIVO

UFRN – Exame de Proficiência 2014_3– Inglês – Ciências Humanas e Sociais 4