6663

Debater os Direitos e Deveres

dos Cidadãos
QUALIFICAÇÃO INICIAL

Carla Santos
Manual de Formação carlasilvasantos79@gmail.com
Comunicar em Língua Inglesa
Técnicos de Apoio à Gestão
6663
Debater os Direitos e Deveres dos Cidadãos

Index ……………………………………………………………………...……………………………...……page
2
Introdução / Enquadramento………………….……………………………………………………………... page 3
Referencial de Formação ……………………………………………………………………………………... page
4
Freedom, rights and responsibilities – motivational activity …………………………………………...…….…
page 5
Rights and responsibilities – introduction ………………………………………….……………………….…page
6
Definition of rights and responsibilities………………………………………………………………………..page
7
African-Americans Living conditions – Reading
activity……………………………………………………….page 8
Martin Luther King – I have a dream………………………………………...……………………………….page
12
Agreeing and Disagreeing – Expression…………………………………………………………………...….page
13
Activity – Human rights tree……….……………………………………..…………………………………..page
15
Project Work - The Universal Declaration of Human Rights…………………………………………………page
16
Bibliography ………………………...………………………………………………………………….…….page
22
6663
Debater os Direitos e Deveres dos Cidadãos

Introdução / Enquadramento

Este manual de Comunicar em Língua Inglesa – Debater os direitos e deveres dos

cidadãos visa ilustrar e fundamentar o desenvolvimento de competências específicas da
língua inglesa, nomeadamente no tema dos direitos e deveres dos cidadãos, através da análise
de documentos ingleses, visionamento de pequenos vídeos e/ou documentários, leitura de
artigos (entre outros), por parte dos formandos cujo intuito é aprender e aperfeiçoar a sua
aprendizagem na língua estrangeira. Desta forma, encontrarão respostas para as suas
necessidades quotidianas e profissionais e, em simultâneo, aprenderão a comunicar em língua
estrangeira de maneira adequada.

Assim sendo, o presente manual servirá de referência para o desenvolvimento de

conhecimentos em Inglês Intermédio e Avançado, servindo os seguintes documentos (que
poderão ser adaptados consoante as necessidades do público-alvo), como exemplo da
informação teórica e prática a ser ministrada nas sessões, o que permitirá um adequado
desenvolvimento do perfil de proficiências proposto no referencial de competências-chave
desta unidade.
6663
Debater os Direitos e Deveres dos Cidadãos

Referencial de Comunicar em Língua Inglesa Unidade 6663 – Debater os direitos e deveres dos cidadãos
(25h)

 Resultados da Aprendizagem

 Consulta várias fontes de informação.
 Seleciona, organiza e sistematiza a informação recolhida.
 Analisa criticamente a informação.
 Distingue liberdade, direito e dever.
 Defende e exerce, em consciência, os seus direitos e deveres.

 Conteúdos

 Consulta várias fontes de informação.
 Seleciona, organiza e sistematiza a informação recolhida.
 Analisa criticamente a informação.
 Distingue liberdade, direito e dever.

Defende e exerce, em consciência, os seus direitos e deveres.
6663
Debater os Direitos e Deveres dos Cidadãos

Freedom, rights, and responsibilities – motivational activity

1. Watch the following video and comment on it as far as “freedom, rights and
responsibilities” are concerned.

Rights & Responsibilities of a Freedom Movement

In https://www.youtube.com/watch?v=LJeDMkc7lRY

Notes:
6663
Debater os Direitos e Deveres dos Cidadãos

6
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_____

Rights and responsibilities - introduction

Comment on the following picture.

1. In your own words:

a) Define rights.

Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights
are the fundamental normative rules about what is allowed of people or owed to
people according to some legal system, social convention, or ethical theory. Rights are
6663
Debater os Direitos e Deveres dos Cidadãos

of essential importance in such disciplines as law and ethics, especially theories of 7

justice and deontology.

Rights are fundamental to any civilization and the history of social conflicts is often
bound up with attempts both to define and to redefine them. According to the Stanford
Encyclopedia of Philosophy, "rights structure the form of governments, the content of
laws, and the shape of morality as it is currently perceived".

b) Define responsibilities.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Definition of rights and responsibilities

1. Read the following definitions and underline the most important information.
6663
Debater os Direitos e Deveres dos Cidadãos

2. After that, compare it to your own definitions. 8

Definition of rights

Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are the
fundamental normative rules about what is allowed of people or owed to people, according to
some legal system, social convention, or ethical theory. Rights are of essential importance in
such disciplines as law and ethics, especially theories of justice and deontology.

Rights are often considered fundamental to civilization, being regarded as established pillars
of society and culture and the history of social conflicts can be found in the history of each
right and its development.

Definition of responsibilities

A responsibility is something you're required to do as an upstanding member of a

community. If you're in a band, it's your responsibility to learn the songs and show up to
practice on time.
Responsibility comes from the Latin responsus, which means “to respond.” There are
actually a few different definitions of the noun. It can be another word for trustworthiness, as
in, "He demonstrated his responsibility by showing up to practice on time." And it can be used
to describe the social force that motivates us to take on individual responsibilities, as in, "A
sense of responsibility drove him to memorize all of the songs."

http://www.vocabulary.com/dictionary/responsibility

Notes:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6663
Debater os Direitos e Deveres dos Cidadãos

___________________________________________________________________________ 9

___________________________________________________________________________
___________________________________________________________________________

African-Americans Living conditions – Reading Activity

Read the text about the African-Americans’ living standards in the United States during
the 50s.

Although the American Declaration of Independence stated “all men are created equal”, the
history of this country illustrates quite a different reality. African Americans did not benefit
from the inalienable rights that the Declaration referred to, and although the Emancipation
Proclamation allowed them to be free men and women, they continued to suffer from the
legacy of slavery and racial discrimination in all aspects of life in the United States.
In the 50s, a time when so many WASPs (WASP is used to refer to the people in American
society whose ancestors came from northern Europe, especially England, and who are
considered to have a lot of power and influence. WASP is an abbreviation for 'White Anglo-
Saxon Protestant') enjoyed abundance, African Americans were given few job opportunities,
owned little significant wealth, and were still denied basic human rights. After the Second
World War, a large proportion of the African-American population left the South, but the
migrants did not find residential integration in their new communities.

After hearing reports of blacks killed for daring to assert their voting rights, President Truman
established the President’s Committee on Civil Rights to recommend steps for the federal
government to ensure basic civil rights for all Americans.

The panel urged government action to guarantee equal opportunities on education, housing,
and employment. However, many states passed laws forbidding officials to carry out any
actions to mix races in restaurants, public buses and in schools. In fact, some states even
abolished public schools, turning over the buildings to all-white private academies.
6663
Debater os Direitos e Deveres dos Cidadãos

Ministers such as Martin Luther King played a critical role in the early civil rights crusade. 10

Because segregation excluded blacks from political activity, churches offered the one
permissible setting for community organisation and they provided a base of support, local
leadership, a common language and culture, and a sense of empowerment that could be turned
toward meeting political goals. Reverend Martin Luther King molded African-American
religions into a political weapon and he encouraged black people to fight for their rights
through faith and a commitment to struggle.

Many other African-Americans had challenged segregation, independently and collectively,

by the end of the decade. In the South, students took the boldest initiative and they sat down
at a lunch counter to order coffee.

When the manager refused to serve them, they stayed there until the store closed, when they
were arrested. This tactic spread quickly in many states and although the protesters were
generally arrested, and some beaten, they adopted a strategy of nonviolence in the face of
assaults. The effort yielded notable success with many national chain stores integrating their
lunch counters.

Despite these important achievements, at the close of the fifties most African Americans still
attended predominantly segregated schools, lived in single-race neighbourhoods, and few
blacks in the South could vote. Many more personal sacrifices by civil rights activists, and the
intervention of a sympathetic government, would be necessary to effect real change.
Present Tense (adapted)

Reading comprehension

1. Write TRUE, FALSE or NOT STATED in front of each statement.

a) African Americans achieved equality when the Emancipation Proclamation was issued.
__False____________________________
6663
Debater os Direitos e Deveres dos Cidadãos

b) While white people had a rising standard of living, African Americans lived in persistent 11

poverty. ____True__________________________

c) The victimisation of young people of colour legitimised racist attitudes, which have increased
in white communities. _________True_____________________

d) Even after President Truman established the President’s Committee on Civil Rights, many
states continued to allow segregation both in public and private institutions.

___________True___________________

2. Answer the questions below.

a) How did the churches help African Americans fight for civil rights?

Churches offered the one permissible setting for community organisation and they provided a
base of support, local leadership, a common language and culture, and a sense of
empowerment that could be turned toward meeting political goals.
6663
Debater os Direitos e Deveres dos Cidadãos

12

b) Why do you think the strategies that African Americans used to defy segregationist laws were
effective?

The effort yielded notable success with many national chain stores integrating their lunch
counters.

3. Read the third paragraph again in order to find the equivalents of the words below.

a) movement

___________________________________________________________________
b) location

_____setting______________________________________________________________
c) aims

_________goals__________________________________________________________

Martin Luther King – I have a dream

1. Listen to the following speech and comment on it.

2. Discuss rights and responsibilities nowadays starting with those, negro had / hadn’t in the 20 th
century.
6663
Debater os Direitos e Deveres dos Cidadãos

13

https://www.youtube.com/watch?v=smEqnnklfYs

Notes:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________
6663
Debater os Direitos e Deveres dos Cidadãos

AGREEING AND DISAGREEING 14

“I disapprove of what you say, but I will defend to the death your right to say it.” ― S.G.Tallentyre
“War is peace. Freedom is slavery. Ignorance is strength.” ― George Orwell, 1984
“Those who deny freedom to others deserve it not for themselves.” ― Abraham Lincoln
“Better to die fighting for freedom then be a prisoner all the days of your life.” ― Bob Marley
“Freedom is what we do with what is done to us.” ― Jean-Paul Sartre “Coincidence is God's way of remaining
anonymous.” ― Albert Einstein “God has no religion.” ― Mahatma Gandhi
“In heaven, all the interesting people are missing.” ― Friedrich Nietzsche

Expressions for Agreeing and Disagreeing

In English conversations, people often say that they agree or disagree with each other. There
are many ways of agreeing or disagreeing and the one you use depends on how strongly you
agree or disagree. Here's a list of some common expressions.
6663
Debater os Direitos e Deveres dos Cidadãos

15
Stating an opinion  In my opinion...
 The way I see it...
 If you want my honest opinion....
 As far as I'm concerned...
 If you ask me...

Asking for an opinion  What's your idea?

 How do you feel about that?
 Do you have anything to say about this?
 What do you think?
 Do you agree?
 Wouldn't you say?

Expressing agreement  I agree with you 100 percent.

 I couldn't agree with you more.
 That's so true.
 That's for sure.
 (slang) Tell me about it!
 You're absolutely right.
 Absolutely.
 That's exactly how I feel.
 Exactly.
 I'm afraid I agree with James.
 I have to side with Dad on this one.
 No doubt about it.
 (agree with negative statement) Me neither.
 (weak) I suppose so./I guess so.
 You have a point there.
 I was just going to say that.

Expressing  I don't think so.

disagreement  (strong) No way.
 I'm afraid I disagree.
 (strong) I totally disagree.
 (strong) I'd say the exact opposite.
 Not necessarily.
 That's not always true.
 That's not always the case.
 No, I'm not so sure about that.

Interruptions  Can I add something here?

 Sorry to interrupt, but...
 (after accidentally interrupting
someone) Sorry, go ahead. OR Sorry,
6663
Debater os Direitos e Deveres dos Cidadãos

you were saying... 16

Settling an argument
 (after being interrupted) You didn't let me
finish.
 Let's just move on, shall we?
 Let's drop it.
 I think we're going to have to agree to
disagree.
 (sarcastic) Whatever you say./If you say so.

Activity – Human rights tree

Participants work cooperatively to create an image that helps to define human rights and
human needs.

Time: 30+ minutes

Materials: Art supplies, chart paper

Procedure

1. Participants, working in small groups, to draw a tree on large chart paper.

Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that
you think all people need to live in dignity and justice.
6663
Debater os Direitos e Deveres dos Cidadãos

A human rights tree needs roots to grow and flourish. Give the tree roots and label them with 17

the things that make human rights flourish. For example, a healthy economy, the rule of law,
or universal education.

2. When drawings are complete, each group presents its tree and explains their reasons for the
items they have included.

Project Work - The Universal Declaration of Human Rights

Article 1
All human beings are born free and equal in dignity and rights. They are endowed with reason
and conscience and should act towards one another in a spirit of brotherhood.
Article 2
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status. Furthermore, no distinction shall be
made on the basis of the political, jurisdictional or international status of the country or
territory to which a person belongs, whether it be independent, trust, non-self-governing or
under any other limitation of sovereignty.
Article 3
Everyone has the right to life, liberty and security of person.
Article 4
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in
all their forms.
Article 5
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or
punishment.
Article 6
Everyone has the right to recognition everywhere as a person before the law.
Article 7
6663
Debater os Direitos e Deveres dos Cidadãos

All are equal before the law and are entitled without any discrimination to equal protection of 18

the law. All are entitled to equal protection against any discrimination in violation of this
Declaration and against any incitement to such discrimination.
Article 8.
Everyone has the right to an effective remedy by the competent national tribunals for acts
violating the fundamental rights granted him by the constitution or by law.
Article 9
No one shall be subjected to arbitrary arrest, detention or exile.

Article 10
Everyone is entitled in full equality to a fair and public hearing by an independent and
impartial tribunal, in the determination of his rights and obligations and of any criminal
charge against him.
Article 11
(1) Everyone charged with a penal offence has the right to be presumed innocent until proved
guilty according to law in a public trial at which he has had all the guarantees necessary for
his defense. (2) No one shall be held guilty of any penal offence on account of any act or
omission which did not constitute a penal offence, under national or international law, at the
time when it was committed. Nor shall a heavier penalty be imposed than the one that was
applicable at the time the penal offence was committed.
Article 12
No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the
protection of the law against such interference or attacks.
Article 13
(1) Everyone has the right to freedom of movement and residence within the borders of each
state. (2) Everyone has the right to leave any country, including his own, and to return to his
country.
Article 14
6663
Debater os Direitos e Deveres dos Cidadãos

(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution. (2) 19

This right may not be invoked in the case of prosecutions genuinely arising from non-political
crimes or from acts contrary to the purposes and principles of the United Nations.
Article 15
(1) Everyone has the right to a nationality. (2) No one shall be arbitrarily deprived of his
nationality nor denied the right to change his nationality.
Article 16
(1) Men and women of full age, without any limitation due to race, nationality or religion,
have the right to marry and to found a family. They are entitled to equal rights as to marriage,
during marriage and at its dissolution. (2) Marriage shall be entered into only with the free
and full consent of the intending spouses. (3) The family is the natural and fundamental group
unit of society and is entitled to protection by society and the State.

Article 17
(1) Everyone has the right to own property alone as well as in association with others. (2) No
one shall be arbitrarily deprived of his property.
Article 18
Everyone has the right to freedom of thought, conscience and religion; this right includes
freedom to change his religion or belief, and freedom, either alone or in community with
others and in public or private, to manifest his religion or belief in teaching, practice, worship
and observance.
Article 19
Everyone has the right to freedom of opinion and expression; this right includes freedom to
hold opinions without interference and to seek, receive and impart information and ideas
through any media and regardless of frontiers.
Article 20
(1) Everyone has the right to freedom of peaceful assembly and association. (2) No one may
be compelled to belong to an association.
Article 21
(1) Everyone has the right to take part in the government of his country, directly or through
freely chosen representatives. (2) Everyone has the right of equal access to public service in
6663
Debater os Direitos e Deveres dos Cidadãos

his country. (3) The will of the people shall be the basis of the authority of government; this 20

will shall be expressed in periodic and genuine elections which shall be by universal and
equal suffrage and shall be held by secret vote or by equivalent free voting procedures.
Article 22
Everyone, as a member of society, has the right to social security and is entitled to realization,
through national effort and international co-operation and in accordance with the organization
and resources of each State, of the economic, social and cultural rights indispensable for his
dignity and the free development of his personality.
Article 23
(1) Everyone has the right to work, to free choice of employment, to just and favourable
conditions of work and to protection against unemployment. (2) Everyone, without any
discrimination, has the right to equal pay for equal work. (3) Everyone who works has the
right to just and favourable remuneration ensuring for himself and his family an existence
worthy of human dignity, and supplemented, if necessary, by other means of social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his interests.
Article 24
Everyone has the right to rest and leisure, including reasonable limitation of working hours
and periodic holidays with pay.
Article 25
(1) Everyone has the right to a standard of living adequate for the health and well-being of
himself and of his family, including food, clothing, housing and medical care and necessary
social services, and the right to security in the event of unemployment, sickness, disability,
widowhood, old age or other lack of livelihood in circumstances beyond his control. (2)
Motherhood and childhood are entitled to special care and assistance. All children, whether
born in or out of wedlock, shall enjoy the same social protection.
Article 26
(1) Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be equally accessible
to all on the basis of merit. (2) Education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and fundamental
freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or
6663
Debater os Direitos e Deveres dos Cidadãos

religious groups, and shall further the activities of the United Nations for the maintenance of 21

peace. (3) Parents have a prior right to choose the kind of education that shall be given to their
children.
Article 27
(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy
the arts and to share in scientific advancement and its benefits. (2) Everyone has the right to
the protection of the moral and material interests resulting from any scientific, literary or
artistic production of which he is the author.
Article 28
Everyone is entitled to a social and international order in which the rights and freedoms set
forth in this Declaration can be fully realized.
Article 29
(1) Everyone has duties to the community in which alone the free and full development of his
personality is possible. (2) In the exercise of his rights and freedoms, everyone shall be
subject only to such limitations as are determined by law solely for the purpose of securing
due recognition and respect for the rights and freedoms of others and of meeting the just
requirements of morality, public order and the general welfare in a democratic society. (3)
These rights and freedoms may in no case be exercised contrary to the purposes and principles
of the United Nations.
Article 30
Nothing in this Declaration may be interpreted as implying for any State, group or person any
right to engage in any activity or to perform any act aimed at the destruction of any of the
rights and freedoms set forth herein.
6663
Debater os Direitos e Deveres dos Cidadãos

22

- Read the Universal Declaration of Human Rights

- Choose two or three articles and state your opinion about them.
- Make a presentation about this declaration and the articles you chose
- Present it to the class.

Bibliography

 A.A.V.V., Dicionário de Português-Inglês, Porto Editora, Porto, 1996

6663
Debater os Direitos e Deveres dos Cidadãos

A.A.V.V., Collins Paperback English Thesaurus, Harper Collins Publishers, Glasgow, 23

1986/1999
 A.A.V.V., Guia de Conversação – Inglês, Porto, Porto Editora, Abril de 2004
 A. A. V. V., Longman Dictionary of Contemporary English, England, Longman, 200
Chorão, João Bigoite (dir.); TAVARES, Joaquim Farinha dos Santos, Dicionário
Verbo de Inglês Técnico e Científico, Lisboa/São Paulo, Editorial Verbo, 1994.
 CRYSTAL, David, The Cambridge Encyclopaedia of the English Language, Cambridge,
Cambridge University Press, 1997.
 Duckworth, Michael, Business Grammar & Practice, Oxford University Press, Oxford,
2003/2004
 Eastwood, John, Oxford Practice Grammar, Oxford University Press, Oxford, 1992/2003
 Fernandes, Maria do Amparo; DOMINGUES, Maria Emília, Saber Inglês,
vocabulário, Inglês Britânico e Americano, Cartas, Funções da Língua, Gramática, 13ª ed.,
Porto, Edições Asa, Setembro de 2003.
 Fitikides, T. J., Common Mistakes in English, Longman, Essex, 1936/2004
 Glendinning, Eric H. e John McEwan, Basic English for Computing, Oxford University
Press, Oxford, 2002/2003.
 GONÇALVES, Maria Emília; TORRES, Angelina; DAVIS, David, New Aerial 10,
níveis 4/6, workbook, Porto, Areal Editores, 2003.
 Hornby, A.S. e Christina Huse, Oxford Student’s Dictionary, 2ª ed., Oxford, Oxford
University Press, 1992
 Maggioni, Manuela e Maria Hélder Valério, English is Fun. Gramática de Inglês 2º e 3º
Ciclos, Plátano Editora, Lisboa, 1992
 Morais, Armando, Dicionário de Inglês-Português, Porto Editora, Porto, 1994
 Muckian, Michael e John Woods, The Business Letter Handbook, Adams Media
Corporation, Massachusetts, 1996
 Murphy, Raymond, English Grammar in Use (Intermediate), Cambridge University
Press, Cambridge, 1985/1989
 Pelham, John, Essential Office English, Escolar Editora, Lisboa, 2005
 Summers, Della (editorial director), Longman Dictionary of English Language and
Culture, England, Longman, 1992.
6663
Debater os Direitos e Deveres dos Cidadãos

 Sotto Mayor, Mª Manuela, Brush Up your Grammar 10º, 11º, 12º, Porto Editora, Porto, 24

2002
 Swan, Michael e Catherine Walter, How English Works, Oxford University Press,
Oxford, 1997/1998
 Swan, Michael, Practical English Usage, Oxford University Press, Oxford, 1980/2002

Sítios na Internet
 www.onestopenglish.com
 http://abcteach.com
 www.mes-english.com
 http://www.longman.com
 http://www.schoolexpress.com
 http://www.teacherplanet.com
 http://www.wikipedia.org
 www.studyenglishtoday.net
 www.usingenglish.com
 www.learnenglish.org.uk
 www.tesol.net
 http://www.better-english.com/exerciselist.html
 http://www.bbc.co.uk/learningenglish/index.shtml
 http://www.education-world.com
 http://www.better-english.com
 http://www.onlinenewspapers.com
 http://www.jobsearch.co.uk
 www.google.com
 www.youtube.com
 www.grammarbank.com/wh-questions.html
http://www.english-zone.com/spelling/plurals.html
http://en.wikipedia.org/wiki/Inventory_management