Produção
de material didático-pedagógico desenvolvido nas escolas José Lins do Rêgo e
Burity (bolsistas e alunos) no período de Julho a Novembro de 2015.
PRODUÇÕES
DIDÁTICAS FEITAS PELOS BOLSISTAS:
Fotos
do material utilizado na aula sobre Animals vs. Olympians ministrada pelas
bolsistas Thaís Alves e Rayssa Pê:
Fotos
do material utilizado na aula sobre Food Balance ministrada pelos bolsistas
Rayssa Pê e Edilson Teixeira, e as produções dos alunos:
PRODUÇÕES
DIDÁTTICAS FEITAS PELOS ALUNOS
Fotos
do material utilizado na aula sobre DSTs/STIs AIDS ministrada pelos bolsistas
Rayssa Pê e Edilson Teixeira, e as produções dos alunos:
Hand
out utilizado na aula sobre “A
mulher e a prática de esportes masculinizados pela sociedade” ministrada pela
bolsista Thaís Alves:
E.E.E.F.M. ESCRITOR
JOSÉ LINS DO RÊGO
PROFESSORA: ANA
MARIA ALVES
ALUNO: _____________________________________________________________
1.
In the London 2012 Olympics, Sarah Menezes became the first Brazilian
woman to win gold in Judo.
Country Birth date
Brazil March 26,
1990. BELA VISTA.
Height
Weight
Gender
154 cm / 5’1’ 48 kg / 106 Ibs Female
a. How
old was Sarah when she started practicing Judo?
________________________________________________________________
b. Where
did she start the sport?
________________________________________________________________
c. Did
Sarah have a support of her parents when she started Judo?
________________________________________________________________
d. What
was her parents’opinion about Judo when she started the sport?
________________________________________________________________________________________________________________________________________________________________________________________________
e. What
made Sarah’s parents change their opinion about Judo?
________________________________________________________________________________________________________________________________
f.
Do you agree with her
parents’ first opinion about Judo? Why
(not)?
________________________________________________________________________________________________________________________________________________________________________________________________
ARQUIVO DE
HAND OUTS, FOTOS, TESTES, PRODUÇÕES DOS ALUNOS E BOLSISTAS, EXECÍCIOS E
CARTILHAS DAS TURMAS DO 2° ANO “F” DA ESCOLA ESTADUAL DE ENSINO MÉDIO ESCRITOR
JOSÉ LINS DO RÊGO
Foto
do modelo de Folder utilizado na aula sobre Herpes no 2° ano F no dia 30 de
Outubro de 2015:
Produções
dos alunos no Folder:
HANDOUTS,
FOTOS, TESTES, PRODUÇÕES DOS ALUNOS E BOLSISTAS E EXECÍCIOS DAS TURMAS DO 1º
“A” E “B” DA ESCOLA ESTADUAL DE ENSINO MÉDIO ESCRITOR JOSÉ LINS DO RÊGO.
PRODUÇÕES
DOS BOLSISTAS:
Aula com o tema arte, aplicada
pelas bolsistas Janaine, Janine e Juliana.
The Scream – By: Edvard Munch
1 The Scream painting by Edvard
Munch is one of the most well-known pieces of artwork in 2 history, appealing to a wide
audience even today. There are actually four different original 3 versions of The Scream that Edvard Munch created using different art mediums
including oil 4 paints, tempera, and pastels.
5 In The Scream’s timeless
image there is a genderless person with a pale face, standing beside 6 a
railing with an expansive view of a chaotic environment. What is so gripping
about the 7 image is that
the person is screaming, their mouth hung wide open with their hands on
the 8 sides of their face, and
you can see that scream reflected and continuing on into the distance 9
of the intensely bloody red, orange, deep blue, and black colored background.
(…)
|
“The Scream painting
(...)” – Line 1
|
|
“What
is so gripping about the image
(…)” – Line 6
|
|
“(...) the
person is screaming.” – Line 7
|
Aula com o tema rotina
aplicada pelas bolsistas Janine e Janaine:
Atividade
– PIBID – Letras/Inglês
Now,
this is your time to tell us something about your daily routine
and things
you always do or never do:
Questão no
estilo ENEM, elaborada para uso da professora supervisora sobre a aula com o
tema rotina das bolsistas Janine e Janaine:
Questão ENEM ara ser trabalhada
em uma aula futura.
How do you define your personality now that you're out
of treatment?
I don't really define it by anything. I live my
life every day …. Never be ashamed of what you feel. You have the right to feel
any emotion that you want…
http://www.seventeen.com/health/advice/a13769/demi-lovato-interview/
O fragmento do texto acima foi retirado de uma entrevista
feita à cantora, compositora e atriz Demi Lovato a respeito do seu transtorno
alimentar, sua confiança recém-descoberta e seu conselho para outras garotas
que estão passando pela mesma situação. Em relação a esta nova fase de
aceitação vivenciada pela cantora, a utilização de never indica
a) arrependimento de um passado não vivido.
b) importância de ser aceito na sociedade.
c) necessidade de seguir padrões estéticos.
d) aceitação do seu eu como indivíduo único na
sociedade.
e) incapacidade de ser aquilo o qual um dia sonhou.
Handout
usado na aula sobre rotina, aplicada pelas bolsistas Juliana e Mariane:
PIBID-INGLÊS / ESCOLA
JOSÉ LINS DO RÊGO
Slide elaborado e usado
nas aulas com o tema amizade das bolsistas Janine, Janaine, Juliana e Mariane:
Handout usado nas aulas
com o tema guerra, elaborado pelas bolsistas Janaine, Janine, Juliana e
Mariane:
CAPES/PIBID – Letras Inglês
Imagine –
By: John Lennon
Imagine there's no heaven
It's easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today
Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
And no religion too
Imagine all the people
Living life in peace
You may say, I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger
A Brotherhood of man
Imagine all the people
Sharing all the world
You may say, I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will live as one
Link: http://www.vagalume.com.br/john-lennon/imagine.html#ixzz3lEv64bQ5
It's easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today
Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
And no religion too
Imagine all the people
Living life in peace
You may say, I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger
A Brotherhood of man
Imagine all the people
Sharing all the world
You may say, I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will live as one
Link: http://www.vagalume.com.br/john-lennon/imagine.html#ixzz3lEv64bQ5
Handout com música
utilizado nas aulas sobre guerra, elaborado pelas bolsistas Janaine e Janine:
CAPES/PIBID – Letras Inglês
Rose of
Hiroshima
- Vinicius de Moraes
1 Think
of those children
2 Mute, telepathic
3 Think of those girls
4 Blind, inexact
5 Think of those women
6 Altered routs
7 Think of those wounds
8 As fiery roses
2 Mute, telepathic
3 Think of those girls
4 Blind, inexact
5 Think of those women
6 Altered routs
7 Think of those wounds
8 As fiery roses
-------
9 But, oh, do not forget
10 The rose, the rose
11 The rose of Hiroshima
12 The hereditary rose
13 The radioactive rose
14 Stupid and useless
15 The cirrhosis rose
16 The atomic anti-rose
17 With no color, no perfume
18 No rose, no nothing
9 But, oh, do not forget
10 The rose, the rose
11 The rose of Hiroshima
12 The hereditary rose
13 The radioactive rose
14 Stupid and useless
15 The cirrhosis rose
16 The atomic anti-rose
17 With no color, no perfume
18 No rose, no nothing
Handout com música
utilizada na aula sobre guerra pelas bolsistas Mariane e Juliana:
Atividade usada na aula sobre guerra das bolsistas
Juliana e Mariane:
HANDOUTS, FOTOS, TEXTOS, TESTES, PRODUÇÕES DOS ALUNOS E BOLSISTAS E EXECÍCIOS DA TURMA DO 2° ANO “T8” DA ESCOLA ESTADUAL DE ENSINO FUNDAMENTAL E MÉDIO PROFESSOR LUIZ GONZAGA DE ALBUQUERQUE BURITY.
PRODUÇÕES
DIDÁTICAS FEITAS PELOS BOLSISTAS:
Fotos
do material utilizado na aula sobre Family ministrada pelos bolsistas Alyne
Gomes, Artur Paulino e Raianne Leite:
Fotos
do material utilizado na aula sobre Mudanças Climáticas ministrada pelas bolsistas
Alyne Gomes e Raianne Leite:
Slides
utilizados nas aulas de Choosing a career, Stereotypes on sports, Gender
stereotypes e Eating Habits:
https://drive.google.com/drive/folders/0B5dlasmppuMPamVCcXpVd2VkNTg
Texto
trabalhado com os alunos na 1ª aula de Choosing a career:
What
To Do If Your Passion Doesn't Make You A Liveable Income?
By Brian Cormack Carr
What do you do if the thing you most love
doing doesn’t make you enough money? You
still need to make a decent living, after all!
The answer's simple – you have to find what American career expert
Barbara Sher calls a “good enough job”.
A good enough job has just three characteristics:
- It should make you enough money to live at the
standard that you require
- It shouldn’t be so stressful that it leaves
you exhausted or distracted in your free time
- It should leave you with plenty of leisure
time to focus on doing what you really love.
Many of my clients have found their “vital vocation” by using exactly
this formula, and they’ve freed themselves from the pressure of thinking they
have to turn what they love over to the marketplace.
PRODUÇÕES
DIDÁTICAS FEITAS PELOS ALUNOS NA AULA DE MUDANÇAS CLIMÁTICAS
Handout
com música utilizado na aula sobre Mudanças Climáticas, elaborado pelos
bolsistas Alyne, Artur e Raianne:
Earth Song - Michael Jackson
What about sunrise?
What about rain?
What about all the things
That you said we were to gain?
What about killing fields?
Is there a time
What about all the things?
That you said was yours and mine
Did you ever stop to notice
All the blood we've shed before
Did you ever stop to notice
This crying Earth, its' weeping shore
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
What have we've done to the world?
Look what we've done
What about all the peace
That you pledge your only son?
What about flowering fields?
Is there a time
What about all the dreams?
That you said was yours and mine
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
This crying Earth, its' weeping shore
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
I used to dream
I used to glance beyond the stars
Now I don't know where we are
Although I know we've drifted far
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
What about rain?
What about all the things
That you said we were to gain?
What about killing fields?
Is there a time
What about all the things?
That you said was yours and mine
Did you ever stop to notice
All the blood we've shed before
Did you ever stop to notice
This crying Earth, its' weeping shore
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
What have we've done to the world?
Look what we've done
What about all the peace
That you pledge your only son?
What about flowering fields?
Is there a time
What about all the dreams?
That you said was yours and mine
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
This crying Earth, its' weeping shore
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
I used to dream
I used to glance beyond the stars
Now I don't know where we are
Although I know we've drifted far
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
Hey, what about yesterday (What about us)
What about the seas (What about us)
Heavens are falling down (What about us)
I can't even breathe (What about us)
What about apathy (What about us)
I need you (What about us)
What about nature's worth
(ooo, ooo)
It's our planet's womb
(What about us)
What about animals (What about it)
Turn kingdom to dust (What about us)
What about elephants (What about us)
Have we lost their trust (What about us)
What about crying whales (What about us)
Ravaging the seas (What about us)
What about forest trails
(ooo, ooo)
Burnt despite our pleas (What about us)
What about the holy land (What about it)
Torn apart by greed (What about us)
What about the common man (What about us)
Can't we set him free (What about us)
What about children dying (What about us)
Can't you hear them cry (What about us)
Where did we go wrong
(ooo, ooo)
Someone tell me why (What about us)
What about baby boy (What about it)
What about the days (What about us)
What about all their joy (What about us)
What about the man (What about us)
What about the crying man (What about us)
What about Abraham (What about us)
What about death again
(ooo, ooo)
Do we give a damn
Aaaaaaaaah Oooooooooh
Aaaaaaaaah Oooooooooh
Handout
utilizado na aula de choosing a career, elaborado pelas bolsistas Alyne e
Raianne:
If you guys had to choose a job, what features it should have?
Values
|
important
|
not important
|
I don't know
|
Contribution to society
|
o
|
o
|
o
|
High income
($$$)
|
o
|
o
|
o
|
Independence
|
o
|
o
|
o
|
Leadership
|
o
|
o
|
o
|
Leisure
|
o
|
o
|
o
|
Prestige
|
o
|
o
|
o
|
Security
|
o
|
o
|
o
|
Variety
|
o
|
o
|
o
|
Interest fields
|
interesting
|
not interesting
|
I don't know
|
Arts and
Humanities
|
o
|
o
|
o
|
Business and
Commerce
|
o
|
o
|
o
|
Health
|
o
|
o
|
o
|
Science and
Maths
|
o
|
o
|
o
|
Social and
Behavioural Sciences
|
o
|
o
|
o
|
Sports and
Physical Education
|
o
|
o
|
o
|
Trade and
Technologies
|
o
|
o
|
o
|
Activities
|
important
|
essencial
|
not importante
|
Working with
people
|
o
|
o
|
o
|
Working with hands or equipment
|
o
|
o
|
o
|
Working with
maths
|
o
|
o
|
o
|
Working with
animals
|
o
|
o
|
o
|
Working with
nature
|
o
|
o
|
o
|
Organising
information
|
o
|
o
|
o
|
Special skills (Does
this career require..?)
|
Yes
|
No
|
I don't know
|
Attention to
detail
|
o
|
o
|
o
|
Quick thinking
|
o
|
o
|
o
|
Memorising
|
o
|
o
|
o
|
Working with
computers
|
o
|
o
|
o
|
Performing
skills
|
o
|
o
|
o
|
Spatial
visualisation
|
o
|
o
|
o
|
Drawing skills
|
o
|
o
|
o
|
Patience
|
o
|
o
|
o
|
Others factores
(Does this career involve...?)
|
Yes
|
No
|
I don't know
|
Outdoor work
|
o
|
o
|
o
|
Indoor work
|
o
|
o
|
o
|
Physically
demanding work
|
o
|
o
|
o
|
Sedentary
(desk) work
|
o
|
o
|
o
|
Public speaking
|
o
|
o
|
o
|
Mathematics
|
o
|
o
|
o
|
Writing
|
o
|
o
|
o
|
Cognitive
demanding work
|
o
|
o
|
o
|
Based on
LOKAN, J. and FLEMING, M. Issues in adapting a computer-assisted career
guidance system for use in another country Language Testing 20 (2), 2003, pp. 167-177
In.: DOURADO, M. R., BONIFÁCIO, C. A. M. English in a globaliz/sed world. Vol
3. João Pessoa: MVC Editora, 2010
Now, according to the features that
you consider most important, what professions might represent these
characteristics? Why?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Handout
utilizado na aula de choosing a career, elaborado pelas bolsistas Alyne e
Raianne:
QUESTÃO 01
A good enough job has just three characteristics:
·
It should make you enough
money to live at the standard that you require
·
It shouldn’t be so
stressful that it leaves you exhausted or distracted in your free time
·
It should leave you with
plenty of leisure time to focus on doing what you really love.
Adaptado de: <http://www.careershifters.org/expert-advice/what-to-do-if-your-passion-doesnt-make-you-a-liveable-income#ixzz3anFdKEn6>
A
especialista em carreira, Barbara Sher, traz o conceito de trabalho “bom o
suficiente”, que foge da discussão sobre escolher uma carreira pela paixão ou
pela remuneração. De acordo com o texto
um trabalho “bom o suficiente” deve fornecer
a) dinheiro, ser
estressante e permitir que a pessoa faça o que ama
b) muito
dinheiro, não ser estressante e permitir um tempo de lazer para fazer o que
ama.
c) pouco
dinheiro, não ser estressante e permitir um tempo de lazer para fazer o que
ama.
d) dinheiro
suficiente, não ser estressante e permitir um tempo de lazer para fazer o que
ama.
e) dinheiro
suficiente, não ser estressante e permitir um tempo livre para o trabalho.
QUESTÃO 02
O “It” no início de cada frase refere-se a
a) três
características
b) trabalho bom
o suficiente
c) dinheiro
suficiente
d) tempo livre
e) tempo de
lazer
QUESTÃO 03
No texto, 'should' expressa a ideia de
a) obrigação
b) proibição
c) necessidade
d) permissão
e) recomendação
Handout
utilizado na aula de estereótipos de gênero, elaborado pelas bolsistas Alyne e
Raianne:
PIBID – LETRAS INGLES
QUESTÃO ESTILO ENEM
“Negative
attitudes and feelings toward homosexuality or people who are identified or
perceived as being lesbian, gay, bisexual or transgender (LGBT)”.
https://en.wikipedia.org/wiki/Homophobia
A definição
acima diz respeito a(à)
a)
racismo
b)
estereótipo
c)
homofobia
d)
bullying
e)
sexualidade
Handout
utilizado na aula de estereótipos de gênero no esporte, elaborado pelas
bolsistas Alyne e Raianne:
PIBID – LETRAS INGLÊS
QUESTÃO ESTILO ENEM
Dentre as
opções abaixo, qual pode ser considerada
uma definição de estereótipo
a) generalização que as pessoas fazem sobre comportamentos ou características de outros.
b)
verdade sobre comportamentos ou
características de outros.
c)
conhecimento
sobre comportamentos ou características de outros.
d)
categorização dos
comportamentos ou características de outros.
e)
recomendação
sobre
os comportamentos ou características dos outros.
A sentença “Boys are better and stronger than girls” é
uma
a)
ênfase na
igualdade entre “boys” e “girls”
b)
crítica
ao
comportamento de “boys” e “girls”
c)
comparação
entre “boys” e “girls”
d)
definição de
conceito de “boys” e “girls”
e)
sugestão de
mudança de atitudes de “boys” e “girls”
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