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
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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
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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.
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Referencial de Comunicar em Língua Inglesa Unidade 6663 – Debater os direitos e deveres dos cidadãos 4
(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.

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Freedom, rights, and responsibilities – motivational activity 5

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:

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Rights and responsibilities - introduction

Comment on the following picture.

1. In your own words:

a) Define rights.

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___________________________________________________________________________________

b) Define responsibilities.
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Definition of rights and responsibilities

1. Read the following definitions and underline the most important information.
2. After that, compare it to your own definitions.

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.
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Responsibility comes from the Latin responsus, which means “to respond.” There are 8

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:

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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 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.
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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.

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

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.
______________________________

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

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

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.

______________________________

2. Answer the questions below.

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

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_______________________________________________________________________________________ 11
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_________________________________________

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

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_________________________________________________________________________

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

a) movement

___________________________________________________________________
b) location

___________________________________________________________________
c) aims

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Martin Luther King – I have a dream 12

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 20th
century.

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

Notes:

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__________________________________________________________________________________________
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AGREEING AND DISAGREEING 13

“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.
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Stating an opinion
Asking for an opinion
Expressing agreement
Expressing disagreement
Interruptions
• In my opinion... 14
• The way I see it...
• If you want my honest opinion....
• As far as I'm concerned...
• If you ask me...
• 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?
• 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.
• I don't think so.
• (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.
• Can I add something here?
• Sorry to interrupt, but...
• (after accidentally interrupting someone)
Sorry, go ahead. OR Sorry, you were
saying...
• (after being interrupted) You didn't let me
finish.
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Settling an argument • Let's just move on, shall we? 15

• 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.

A human rights tree needs roots to grow and flourish. Give the tree roots and label them with 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.
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Project Work - The Universal Declaration of Human Rights 16

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
All are equal before the law and are entitled without any discrimination to equal protection of 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.
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Article 10 17

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
(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution. (2)
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.
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Article 17 18

(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 his country.
(3) The will of the people shall be the basis of the authority of government; this 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.
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Article 24 19

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 religious groups,
and shall further the activities of the United Nations for the maintenance of 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,
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public order and the general welfare in a democratic society. (3) These rights and freedoms may in 20

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.

- 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.
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21

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Summers, Della (editorial director), Longman Dictionary of English Language and Culture, England, 22

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www.onestopenglish.com
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http://www.jobsearch.co.uk
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http://en.wikipedia.org/wiki/Inventory_management