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RTA LUCIANA REIS ROCHA UNIDADE I NIVEIS DE COMPREENSO Dependendo do objetivo da leitura voc dever distinguir trs nveis de compreenso: Compreenso Geral obtida atravs de uma leitura rpida para se captar as informaes genricas do texto, ou seja, o que de maior relevncia o assunto. Compreenso de Pontos Principais Exige que nos detenhamso com maior ateno na busca das informaes principais do texto, observando cada pargrafo para identificar os dados especficos que mais interessam ao leitor. Compreenso Detalhada Esse tipo de leitura mais profunda que as anteriores. Exige a compreenso dos detalhes do texto e demanda, por isso, muito mais tempo. COGNATOS Um item muito importante para facilitar a compreenso de um texto so os cognatos que representam de 20% a 25% de todas as palavras em um texto. Muito comuns na lngua inglesa, elas so bastante parecidas com o portugus, tanto na forma como no significado. Os cognatos podem ser: a) Idnticos: chocolate, crime, social, hotel; b) Semelhantes: telephone, apartment, violenece, industry, c) Vagamente parecidos: activity, drug, respondible, computer. d) Grife os cognatos no texto seguinte.
Human Ecology This innovative new course is the first Postgraduate Diploma available in human ecology at a British University, it explores interactions between population, recourse, environment and a development in ways when draw ?oto f?hly on the sciences as well as the humanities, arts, theology, economies, etc. Details from Dr. Ulrich E. Leaning, Centre for Human Ecology, Institute of Ecology and Resource Management University of Edinburgh, 15 Buceleuch Place, Edinburg Ells 91, N. Com base na leitura das palavras grifadas, qual o assunto geral do texto?

Leia o texto abaixo e assinale a opo correta para cada questo. Pedagogy is the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction. Pedagogy is also occasionally referred to as the correct use of instructive strategies. For example, Paulo Freire referred to his method of teaching adult humans as "critical pedagogy". In correlation with those instructive strategies the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.
1. O melhor ttulo para o texto seria: a. The History of Pedagogy b. What is Pedagogy? c. Pedagogy x Literature

Basic education and gender equality

Education is a fundamental human right: Every child is entitled to it. It is critical to our development as individuals and as societies, and it helps pave the way to a successful and productive future. When we ensure that children have access to a rights-based, quality education that is rooted in gender equality, we create a ripple effect of opportunity that impacts generations to come. Education enhances lives. It ends generational cycles of poverty and disease and provides a foundation for sustainable development. A quality basic education better equips girls and boys with the knowledge and skills necessary to adopt healthy lifestyles, protect themselves from HIV/AIDS and other sexually transmitted diseases, and take an active role in social, economic and political decision-making as they transition to adolescence and adulthood. Educated adults are more likely to have fewer children, to be informed about appropriate child-rearing practices and to ensure that their children start school on time and are ready to learn. In addition, a rights-based approach to education can address some of societies deeply rooted inequalities. These inequalities condemn millions of children, particularly girls, to a life without quality education and, therefore, to a life of missed opportunities. UNICEF works tirelessly to ensure that every child regardless of gender, ethnicity, socioeconomic background or circumstances has access to a quality education. We focus on gender equality and work towards eliminating disparities of all kinds. Our innovative programmes and initiatives target the worlds most disadvantaged children: the excluded, the vulnerable and the invisible. We work with a broad range of local, national and international partners to realize the educational and gender-equality goals established in the Millennium Declaration 6 and the Declaration on Education for All, and to bring about essential structural changes that are necessary to achieve social justice and equality for all. Too many of the worlds children are out of school or receive spotty, sub-par educations. Each one of these children has dreams that may never be fulfilled, potential that may never be realized. By ensuring that every child has access to quality learning, we lay the foundation for growth, transformation, innovation, opportunity and equality. Whether in times of crisis or periods of peace, in cities or remote villages, we are committed to realizing a fundamental, non-negotiable goal: quality education for all.