9o ANO - Nossa Língua portuguesa

o
9o ANO
4 TERMO
Nos Cadernos do Programa de Educação de Jovens e Adultos (EJA) – Mundo do Trabalho são indicados
sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e
como referências bibliográficas. Todos esses endereços eletrônicos foram verificados. No entanto, como a
internet é um meio dinâmico e sujeito a mudanças, a Secretaria de Desenvolvimento Econômico, Ciência
e Tecnologia não garante que os sites indicados permaneçam acessíveis ou inalterados, após a data de
consulta impressa neste material.
A Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia autoriza a reprodução do conteúdo
do material de sua titularidade pelas demais secretarias do país, desde que mantida a integridade da obra
e dos créditos, ressaltando que direitos autorais protegidos* deverão ser diretamente negociados com
seus próprios titulares, sob pena de infração aos artigos da Lei no 9.610/98.
*Constituem “direitos autorais protegidos” todas e quaisquer obras de terceiros reproduzidas neste material que não estejam em domínio
público nos termos do artigo 41 da Lei de Direitos Autorais.
Educação de Jovens e Adultos (EJA) – Mundo do Trabalho: Arte, Inglês e Língua Portuguesa: 9o ano/4o termo
do Ensino Fundamental. São Paulo: Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia
(SDECT), 2013.
il. (EJA – Mundo do Trabalho)
Conteúdo: Caderno do Estudante.
ISBN: 978-85-65278-92-8 (Impresso)
978-85-65278-86-7 (Digital)
1. Educação de Jovens e Adultos (EJA) – Ensino Fundamental 2. Artes – Estudo e ensino 3. Língua
Inglesa – Estudo e ensino 4. Língua Portuguesa – Estudo e ensino I. Secretaria de Desenvolvimento
Econômico, Ciência e Tecnologia II. Título III. Série.
CDD: 372
FICHA CATALOGRÁFICA
Sandra Aparecida Miquelin – CRB-8 / 6090
Tatiane Silva Massucato Arias – CRB-8 / 7262
Geraldo Alckmin
Governador
Rodrigo Garcia
Secretário
Nelson Baeta Neves Filho
Secretário-Adjunto
Maria Cristina Lopes Victorino
Chefe de Gabinete
Ernesto Masselani Neto
Coordenador de Ensino Técnico,
Tecnológico e Profissionalizante
SECRETARIA DA EDUCAÇÃO
Herman Voorwald
Secretário
João Cardoso Palma Filho
Secretário-Adjunto
Fernando Padula Novaes
Chefe de Gabinete
Maria Elizabete da Costa
Coordenadora de Gestão da Educação Básica
Concepção do programa e elaboração de conteúdos
Secretaria de Desenvolvimento Econômico, Ciência e Tecnologia
Coordenação Geral do Projeto
Juan Carlos Dans Sanchez
Equipe Técnica
Cibele Rodrigues Silva, João Mota Jr.
e Raphael Lebsa do Prado
Fundação do Desenvolvimento Administrativo – Fundap
Equipe Técnica e Pedagógica
Ana Paula Alves de Lavos, Clélia La Laina, Dilma
Fabri Marão Pichoneri, Emily Hozokawa Dias,
Fernando Manzieri Heder, Laís Schalch, Liliana
Rolfsen Petrilli Segnini, Maria Helena de Castro Lima,
Odair Stephano Sant’Ana, Paula Marcia Ciacco da
Silva Dias e Walkiria Rigolon
Wanderley Messias da Costa
Diretor Executivo
Márgara Raquel Cunha
Diretora de Políticas Sociais
Autores
Arte: Carolina Martins, Eloise Guazzelli, Emily Hozokawa
Dias e Laís Schalch. Ciências: Gustavo Isaac Killner.
Geografia: Mait Bertollo. História: Fábio Luis Barbosa
dos Santos. Inglês: Eduardo Portela. Língua Portuguesa:
Claudio Bazzoni e Giulia Mendonça. Matemática:
Antonio José Lopes. Trabalho: Selma Venco.
Coordenação Executiva do Projeto
José Lucas Cordeiro
Coordenação Técnica
Impressos: Selma Venco
Vídeos: Cristiane Ballerini
Gestão do processo de produção editorial
Fundação Carlos Alberto Vanzolini
Antonio Rafael Namur Muscat
Presidente da Diretoria Executiva
Alberto Wunderler Ramos
Vice-presidente da Diretoria Executiva
Gestão de Tecnologias aplicadas à Educação
Direção da Área
Guilherme Ary Plonski
Coordenação Executiva do Projeto
Angela Sprenger e Beatriz Scavazza
Gestão do Portal
Luiz Carlos Gonçalves, Sonia Akimoto e
Wilder Rogério de Oliveira
Gestão de Comunicação
Ane do Valle
CTP, Impressão e Acabamento
Imprensa Oficial do Estado de São Paulo
Gestão Editorial
Denise Blanes
Equipe de Produção
Assessoria pedagógica: Ghisleine Trigo Silveira
Editorial: Adriana Ayami Takimoto, Airton Dantas de
Araújo, Amanda Bonuccelli Voivodic, Beatriz Chaves,
Beatriz Ramos Bevilacqua, Bruno de Pontes Barrio,
Camila De Pieri Fernandes, Carolina Pedro Soares,
Cláudia Letícia Vendrame Santos, Lívia Andersen
França, Lucas Puntel Carrasco, Mainã Greeb Vicente,
Patrícia Pinheiro de Sant’Ana, Paulo Mendes e
Tatiana Pavanelli Valsi
Direitos autorais e iconografia: Aparecido Francisco,
Beatriz Blay, Fernanda Catalão, Juliana Prado,
Olívia Vieira da Silva Villa de Lima, Priscila Garofalo,
Rita De Luca e Roberto Polacov
Apoio à produção: Luiz Roberto Vital Pinto,
Maria Regina Xavier de Brito, Valéria Aranha e
Vanessa Leite Rios
Projeto gráfico-editorial: R2 Editorial e Michelangelo
Russo (Capa)
Caro(a) estudante,
É com grande satisfação que a Secretaria de Desenvolvimento Econômico,
Ciência e Tecnologia, em parceria com a Secretaria da Educação do Estado
de São Paulo, apresenta os Cadernos do Estudante do Programa Educação de
Jovens e Adultos (EJA) – Mundo do Trabalho, em atendimento a uma justa reivindicação dos educadores e da sociedade. A proposta é oferecer um material
pedagógico de fácil compreensão, para complementar suas atuais necessidades
de conhecimento.
Sabemos quanto é difícil para quem trabalha ou procura um emprego se dedicar aos estudos, principalmente quando se retorna à escola após algum tempo.
O Programa nasceu da constatação de que os estudantes jovens e adultos
têm experiências pessoais que devem ser consideradas no processo de aprendizagem em sala de aula. Trata-se de um conjunto de experiências, conhecimentos e convicções que se formou ao longo da vida. Dessa forma, procuramos
respeitar a trajetória daqueles que apostaram na educação como o caminho
para a conquista de um futuro melhor.
Nos Cadernos e vídeos que fazem parte do seu material de estudo, você
perceberá a nossa preocupação em estabelecer um diálogo com o universo do
trabalho. Além disso, foi acrescentada ao currículo a disciplina Trabalho para
tratar de questões relacionadas a esse tema.
Nessa disciplina, você terá acesso a conteúdos que poderão auxiliá-lo na
procura do primeiro ou de um novo emprego. Vai aprender a elaborar o seu
currículo observando as diversas formas de seleção utilizadas pelas empresas.
Compreenderá também os aspectos mais gerais do mundo do trabalho, como as
causas do desemprego, os direitos trabalhistas e os dados relativos ao mercado
de trabalho na região em que vive. Além disso, você conhecerá algumas estratégias que poderão ajudá-lo a abrir um negócio próprio, entre outros assuntos.
Esperamos que neste Programa você conclua o Ensino Fundamental e, posteriormente, continue estudando e buscando conhecimentos importantes para
seu desenvolvimento e para sua participação na sociedade. Afinal, o conhecimento é o bem mais valioso que adquirimos na vida e o único que se acumula
por toda a nossa existência.
Bons estudos!
Secretaria da Educação
Secretaria de Desenvolvimento
Econômico, Ciência e Tecnologia
Sumário
Arte.......................................................................................................................................... 7
Unidade 1
Música e cultura popular brasileira
Unidade 2
Cinema e música
9
27
Unidade 3
Desenho como expressão
47
Unidade 4
A arte de criar esculturas
67
Inglês................................................................................................................................. 85
Unit 1
Life narratives
87
Unit 2
The Internet and the world of work
Unit 3
Professions of the future
99
109
Unit 4
Other horizons in the world of work
119
Língua Portuguesa......................................................................................... 127
Unidade 1
Texto teatral: a palavra encena
Unidade 2
As opiniões no mundo
129
151
Unidade 3
Poetas e cantadores: na trilha do cordel
177
Unidade 4
O mundo da Ciência, a Ciência do mundo
Unidade 5
Textos sobre textos: o essencial e o acessório
na escrita de resumos 213
191
E nglish
9o ANO
4o TERMO
Caro(a) estudante,
Você está iniciando a disciplina Inglês do 9 o ano/4o termo do Programa
EJA – Mundo do Trabalho.
Neste Caderno, você continuará a expandir seu repertório em inglês,
aprenderá novas palavras e discutirá temas relevantes ao mundo do trabalho,
de modo a ampliar sua capacidade leitora.
A Unidade 1 retratará as vidas de João Cândido, Margarida Maria Alves e
Chico Mendes, pessoas importantes que lutaram por melhores condições nas relações de trabalho. Por meio da biografia dessas personalidades, você poderá refletir
sobre questões relevantes aos direitos humanos e dos trabalhadores.
A Unidade 2 tratará da história da internet, do seu surgimento e da sua
finalidade. Além disso, abordará as consequências de sua criação e expansão,
como também a maneira como ela altera o dia a dia das pessoas. Você ainda
terá a chance de estudar algumas implicações da internet sobre o trabalho,
como o aparecimento de novas atividades profissionais relacionadas a essa
tecnologia e o crescimento da educação a distância.
A Unidade 3 enfocará algumas ocupações extintas e profissões do futuro,
as quais têm sido consideradas promissoras por especialistas do mercado de
trabalho. Nessa Unidade, você poderá discutir os fatores que contribuem para
o surgimento desses novos campos de atuação.
A Unidade 4 abordará novos horizontes profissionais que estão crescendo
atualmente, como o empreendedorismo e o cooperativismo. Você também
conhecerá o co-working e refletirá sobre suas vantagens e desvantagens para o
trabalhador.
Bons estudos!
U nit
1
Life narratives
Nesta Unidade, você conhecerá alguns brasileiros que contribuíram para o processo de humanização no mundo do trabalho: João
Cândido, Margarida Maria e Chico Mendes. Vai conhecer as biografias dessas personalidades e como cada uma delas, com os meios que
tinham disponíveis, contribuiu para a luta de trabalhadoras e trabalhadores do Brasil e do mundo.
For starters
In group up to four people, answer the following questions:
•
Have you ever read a biography? What kind of information is
usually found in a life narrative?
•
In your opinion, who most contributed to a positive change in
the world of work in your country? Why?
Activity 1
Língua Portuguesa
7o ano/2o termo
Unidades 1 e 2
Reading on vacation
1. Read the following dialogue between Anderson and Gláucia in
silence. There is a “keywords box” at the end of the text. Make
sure to add new words in your glossary.
(After 15 days of vacation, Anderson meets Gláucia at the Star Clean lobby.)
GLÁUCIA
ANDERSON
GLÁUCIA
ANDERSON
—H
i, Anderson. How are you? It’s been a long time since we last saw each other!
—H
i, Gláucia! It’s been a long time, hmm... Since I left for my vacation. I’m fine, and you?
— I ’m all right. Tell me, did you enjoy your vacation?
—Y
es, I enjoyed it very much. I really love going to the beach. You know, I really like to read on
the beach. It’s very nice.
GLÁUCIA
—W
ow, Anderson, I’m very impressed!
ANDERSON — O
h, are you? Why?
GLÁUCIA
— ( laughing) Don’t get me wrong, I just thought you would prefer to rest, you had a busy year!
ANDERSON — Y
eah, right... But I don’t get tired when I read. For me, reading is relaxing.
GLÁUCIA
— I know what you mean, I love reading too.
ANDERSON — R
eally? I’m impressed!
(They both laugh for a moment.)
GLÁUCIA
—A
nd what book did you read during your vacation?
ANDERSON — I read a very interesting book about Brazilians who fought for better working conditions.
GLÁUCIA
—R
eally? Tell me about it, I want to know it all!
ANDERSON — O
K, I will tell you, don’t worry...
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English – Unit 1
Keywords box
both
busy year
don’t get me wrong
ambos
I know what you mean
ano cheio, ano ocupado
não me leve a mal
it’s been a long time
to meet
each other
um ao outro
to get tired
ficar cansado, cansar-se
to prefer/would prefer
vacation
eu sei o que você quer dizer
faz muito tempo
encontrar
preferir/preferiria
férias
2. Now that you have read the dialogue in silence, practice it a few
times out loud with a partner. The teacher will choose a pair of
volunteers to perform it to the rest of the class.
Activity 2
Língua Portuguesa
6o ano/1o termo
Unidades 2 e 3
The story of a brave Brazilian sailor
1. Before you read the text, pay close attention to the pictures and
their captions. Then discuss the following questions in pair:
a) Who do you think João Cândido was?
b) In your opinion, what was the Revolt against the Lash?
2. Now read the following text silently.
Pay attention
João Cândido Felisberto was born in Rio Grande do Sul´s countryside, on
June 24th, 1880. He was one of the eight children of Inácia Felisberto and João
Cândido Felisberto, a former slave who worked in a farm.
At the age of 15, João Cândido was forced to join the Navy as punishment
for an act of insubordination. Five years later, he turned into an instructor of
sailor apprentices and participated in several international missions. By the
age of 29, he was a first-class sailor.
© Acervo Iconographia/Reminiscências
IN 1912 (IN + year)
IN November (IN + month)
ON June 24th (ON + date)
AT 10 o’clock (AT + time)
AT night
IN the morning
IN the afternoon
João Cândido: the black admiral
João Cândido
(on the right side)
in Rio de Janeiro,
1910.
88
English – Unit 1
© João Pirolla
At the beginning of the 20th century, physical punishments against sailors –
similar to those inflicted on slaves before the Abolition of Slavery – were common
practice in the Navy.
The image
reproduces a public
punishment against
a sailor witnessed
by João Cândido and
his fellows.
João Cândido and his fellow sailors witnessed many public whipping sessions
with growing indignation. On November 21st at night, a sailor was submitted to
250 whippings, fact that set off a movement called “Revolt against the Lash”, with
João Cândido as its leader. On November 22nd, by orders of João Cândido, the
battleship “Minas Gerais” gave a signal for the beginning of the uprising. A radio
station from Morro da Babilônia received the first message from the insurgents:
We do not want the whip again. We ask this from the President of the
Republic, from the Minister for the Navy. We want an answer now and
now. In case we don’t get one, we will bomb cities and ships which do not
revolt. Signed: “São Paulo”, “Bahia” and “Minas Gerais” garrisons (apud
Passos, 2008).
[Ing_9o_U1_004]
Acervo G.Ermakoff Casa Editorial
The revolt was brutally repressed by the government. The few sailors who
survived were forced to board a ship named “Satellite” to the Amazon region and
work as rubber tappers. João Cândido and 17 other sailors were jailed, without
water or food. In addition, quicklime was poured inside their cells with the excuse
of “cleaning” them. After about two days, only two sailors survived: one of them
was João Cândido, who was later admitted to a psychiatric hospital by Navy orders.
The insurgents
waiting for the new
commander in Rio de
Janeiro, 1910.
89
English – Unit 1
João Cândido is
remembered until this
day. In his honour, in 1973
composers João Bosco
and Aldir Blanc wrote a
song entitled O mestre-sala dos mares in reference
to the Revolt against the
Lash, despite attempts of
the military dictatorship to
censor the lyrics.
In 1912, he was tried and acquitted for his leadership in the Revolt against
the Lash. Despite his acquittal, he was expelled from the Navy with no money and
only the clothes on his body. João Cândido lived in poverty until 1969, when he
died aged 88. In 2008, the Navy granted him post-mortem amnesty, and in 2010,
100 years after the revolt, an oil tanker was named to his homage.
© Eudes Santana/Transpetro
Top tips
The modern
Brazilian oil
tanker João
Cândido named
to his homage.
Referências
PASSOS, Eridan. João Cândido: o herói da ralé. São Paulo: Expressão Popular, 2008. Tradução:
Eduardo Portela.
SALATIEL, José Renato. Revolta da Chibata – 100 anos. UOL Educação. Disponível em: <http://
educacao.uol.com.br/atualidades/teste/revolta-da-chibata---100-anos-marinheiros-exigemtratamento-justo.jhtm>. Acesso em: 29 abr. 2013.
Keywords box
to acquit/
acquitted
admiral
amnesty
battleship
countryside
to expel/expelled
former slave
garrison
to grant/granted
to inflict/inflicted
to jail/jailed
90
absolver, inocentar/
absolvido, inocentado
almirante
anistia
navio de guerra
interior
expulsar/expulso
ex-escravo
guarnição
conceder/concedeu
impor/imposto
prender/preso
lash
Navy
oil tanker
punishment
quicklime
rubber tapper
sailor
to survive/survived
to try/tried
uprising
whipping, whip
to witness/witnessed
chibata
Marinha
petroleiro
castigo
cal virgem
seringueiro
marinheiro
sobreviver/sobreviveram
julgar/julgado
motim
açoitamento, chibata
testemunhar/testemunharam
English – Unit 1
3. Answer the following questions:
a) Now that you have already read the text, who was João Cândido?
What was his role in the revolt mentioned in the text?
b) What did the sailors demand? How did they try to achieve
their objectives?
c) What did the government do to end the revolt?
d) And nowadays, what is the government reaction to popular
and labor movements?
91
English – Unit 1
4. Share your opinion about the Revolt against the Lash with your
classmates. Your teacher will mediate the discussion. Make sure
to help set and respect rules for the debate.
Here are some examples of sentence patterns that can help you:
•
May I have the word, please?
•
I agree with Juliana/I don’t agree with Juliana.
•
I partially agree with Paulo.
•
I think that.../I don’t think that...
5. Add the new words in your glossary.
Activity 3
M
argarida Maria, the first female president of
a trade union
1. Now you will read a short biography of Margarida Alves. What do
you expect to find in the text based on the title of this activity?
2. Read the text in silence.
Acervo de família
Margarida Maria and the March of the Daisies
Margarida Maria Alves was born in Alagoa Grande, Paraíba,
in 1943. Mother and wife, she was also a hard worker, both as a
peasant and as a lace maker.
She was the first female president of a trade union, the Union of
Rural Workers of Alagoa Grande. She fought to guarantee the rights
of the peasants in her town, like the 13th salary, annual vacation
and the 8-hour work day.
As the leader of the union, she filed 73 work claims against
sugarcane mills without ever losing a single one. She was
also responsible for founding a Centre for the Education and
Culture of the Peasant Worker.
One of these claims was against the son of a farmer who
had beaten a crippled old woman who lived in his property.
Margarida and the union won the claim and the farmer was forced to pay 2 million and 300 thousand cruzeiros
to the old woman and the union.
The farmer threatened Margarida by saying that “she could receive the money, but she wasn’t going to
spend it”.
Margarida Maria Alves was constantly threatened during her term as union president because of her efforts to
promote citizenship, access to rights and information, and for her help in strengthening family agriculture and the
empowerment of women for better conditions in the fields.
92
English – Unit 1
She was brutally murdered in August, 1983, at the door­step of her house while she was watching her son play
in the street.
Acervo de família
© Edilson Rodrigues/CB/D.A Press
Margarida’s coward murder is not to be forgotten. Since 2000, thousands of women have gathered in a
march called “March of the Daisies” (“Marcha das Margaridas”). In 2011, more than 70 thousand women
marched to Brasília to demand better conditions for rural workers and to end the violence in land conflicts.
Margarida Maria’s speech to workers, probably
on May 1st, the International Worker’s Day.
March of the Daisies in Brasília, 2011.
Referência
WOORTMANN, Ellen F.; HEREDIA, Beatriz; MENASHE, Renata (Orgs.). Margarida Alves: coletânea sobre estudos rurais e gênero.
Brasília, DF: MDA/IICA, 2006. NEAD especial. Disponível em: <http://www.mda.gov.br/portal/dpmr/arquivos/view/livro_Margarida_
Alves_I_Colet%C3%A2nea_Sobre_estudos_Rurais_e_G%C3%AAnero.pdf>. Acesso em: 29 abr. 2013.
Did you know?
The Brazilian currency has changed both in denomination and value according to economic situations. Cruzeiro was the
currency from 1942 to 1967. From 1967 to 1970 the currency changed into Cruzeiro Novo and from 1970 to 1986 turned
back into Cruzeiro again.
These are the currencies issued by the Central Bank (Banco Central) from that period to the present time:
•Cruzeiro (Cr$): from 1942 to 1967
• Cruzeiro Novo (NCr$): from 1967 to 1970
•Cruzeiro (Cr$): from 1970 to 1986
•Cruzado (Cz$): from 1986 to 1989
• Cruzado Novo (NCz$): from 1989 to 1990
•Cruzeiro (Cr$): from 1990 to 1993
• Cruzeiro Real (CR$): from 1993 to 1994
•Real (R$): from 1994 to the present time
Our first currency was launched in the beginning of the 19th century, the Réis (Rs$).
Referência
BANCO Central do Brasil. Museu de valores: cédulas e moedas brasileiras. Disponível em: <http://www.bcb.gov.br/?MUSEU>.
Acesso em: 29 abr. 2013.
93
English – Unit 1
Keywords box
to beat/ espancar/tinha
had beaten espancado
both... and tanto... quanto
claim queixa, processo
crippled aleijado(a)
to demand exigir
to forget/forgotten esquecer/esquecido
for founding por fundar
to gather/gathered reunir-se/reuniram-se
lace maker rendeira
peasant camponês/camponesa
to spend gastar
doorstep degrau da porta, soleira
empowerment empoderamento
to file/filed dar entrada/deu entrada
strengthening fortalecimento
to threaten/ ameaçar/
threatened ameaçado
3. Answer the following questions in your own words:
a) Who was Margarida Maria Alves?
b) What were her contributions to rural workers in Brazil?
94
English – Unit 1
c) How did she die? Why was she murdered?
d) Do you know any other people who were murdered for
defending similar causes?
e) What is the “March of the Daisies”? What are its demands?
4. The teacher will start reading the text Margarida Maria and the
March of the Daisies out loud. When he/she is finished, he/she
will choose a volunteer to continue reading. After a few sentences,
the teacher will choose another volunteer. Pay attention to
pronunciation corrections and other explanations that your teacher
will make.
Activity 4
Chico Mendes’ story
1. The following text is about another person who influenced the
world of work in Brazil. Read it silently. It is about Chico Mendes,
a rubber tapper who organized workers to struggle for better
conditions while preserving the Amazon forest. Use the “keywords
box” at the end of the text to understand the meaning of new
words and expressions.
95
English – Unit 1
Chico Mendes
© Carlos Ruggi/AE
Francisco Alves Mendes Filho was born in Xapuri, southeastern
Acre, on December 15th, 1944. His father was a rubber tapper and, for
this reason, Chico Mendes started rubber tapping when he was only
nine years old. Mendes only learned how to read and write in adult life
because landowners did not allow schools in their land until 1970.
Mendes decided to organize workers after noticing their poor
conditions and the destruction of the forest caused by timber producers
and cattle farmers. These two activities – logging and cattle farming –
represented a menace to rubber tappers because they destroyed the most
important resource for these workers: rubber trees.
© Rodrigo Baleia/Folhapress
Chico Mendes at work in Xapuri, 1988.
The union movement in Acre was started by Mendes with the Union
of Rural Workers of Brasileia. At that period, he also was able to get
elected town councilor in 1977, at the height of the military dictatorship
(1964-1985).
In 1979, he was accused of “subversion”. Secretly jailed and
tortured, Mendes could not reveal what he went through during the
interrogations because of the risk of getting killed.
One year later, he was jailed again, this time with the false
accusation of murdering a farmer.
Like Margarida Maria Alves, Chico Mendes was also brutally
murdered in 1988 at his doorstep. Chico Mendes was an
environmentalist and unionist who contributed to the humanization
of work conditions and to the preservation of the Amazon forest. He
is remembered worldwide for his struggle until the present time.
Logs illegally extracted in the Amazon region.
Referências
BIOGRAFIA de Francisco Alves Mendes Filho “Chico Mendes”. Instituto Chico Mendes. Disponível em: <http://www.chicomendes.
org.br/Biografia/bio.html>. Acesso em: 29 abr. 2013.
CHICO Mendes – líder sindical seringalista, ativista ambiental brasileiro. UOL Educação. Disponível em: <http://educacao.uol.com.br/
biografias/chico-mendes.jhtm>. Acesso em: 29 abr. 2013.
Keywords box
to allow permitir
landowner proprietário de terra
at the height no auge
logging atividade madeireira
to be able to/ ser capaz de/
was able to foi capaz de
cattle farmer pecuarista
cattle farming criação de gado, pecuária
environmentalist ambientalista
96
rubber tree seringueira
timber producer madeireiro
town councilor vereador
unionist sindicalista
English – Unit 1
2. In pair or trio, discuss the following questions and answer them
based on the text:
a) Where and when was Chico Mendes born?
b) Why did Mendes start to organize the rubber tappers?
Top tips
In his album Flowers
in the dirt (1989), Paul
McCartney, one of the
famous Beatles, includes
the song How many
people as a tribute to
Chico Mendes. You can
hear a part of it on the
official site of the artist.
Disponível em: <http://
www.paulmccartney.
com/albums/songs/165
04-how-many-people>.
Acesso em: 30 abr. 2013.
c) Like João Cândido, Chico Mendes was also jailed. In your
opinion, what are the similarities between both cases?
3. Now that you have known Chico Mendes’ story, the teacher will
select some volunteers to conduct the reading aloud.
Activity 5
Important people
1. After reading three stories of Brazilians who contributed to the
humanization of work and to the struggle for human rights, get
together in group of four and discuss: How different were the
lives of these three Brazilians? How similar were they?
97
English – Unit 1
2. Research about a person or a group of people who helped to
change the world of work in different countries. You can use the
following topics as guidelines for your research:
•
Name of the person/people.
•
Date and place of birth.
•
Nature of contribution to workers.
Take notes in your notebook to share your findings with your
classmates.
You studied
In this Unit, you have read about three people who helped to
transform work relations in Brazil. By reading the life story of
João Cândido, Margarida Maria and Chico Mendes, you could
expand your vocabulary and learn new structures which will
help you to better communicate in English.
Think about it
Milhares de homens e mulheres em todo o planeta já lutaram e
morreram por condições dignas de trabalho. Atualmente, no Brasil,
os trabalhadores têm mais direitos do que, por exemplo, durante a
ditadura militar, quando o direito à greve e aos sindicatos foi limitado. No entanto, ainda hoje permanecem em nossa sociedade alguns
resquícios desse e de outros autoritarismos. Você já vivenciou ou
conhece alguém que tenha vivenciado uma situação na qual os direitos dos trabalhadores tenham sido cerceados?
98
U nit
2
The Internet and the
world of work
Nesta Unidade, você vai estudar as influências da internet no
mundo do trabalho, com o objetivo de ampliar o vocabulário e aprender novas estruturas de frases em inglês. Conhecerá as origens da
internet e as profissões a ela relacionadas. Por fim, também discutirá
sobre a educação a distância.
For starters
In group up to four people, answer the following question:
•
What are the possible uses of the Internet in the world of work?
Make a list with at least four of them.
Activity 1
Help me out
1. Read the following dialogue between Gláucia and Anderson silently.
Pay attention to new words and expressions, and make sure to add
them in your glossary.
(Gláucia has just joined a university course and now she needs to do a research
about the Internet. She asks Anderson to help her. They meet in a public library.)
ANDERSON
GLÁUCIA
— S o, Gláucia, how can I help you?
— Well, Anderson, I need help with a research I am doing for my
university course.
ANDERSON — R
eally? What kind of research are you doing?
GLÁUCIA
— It’s a research about the Internet and how it is changing the
world of work. I have to present the results of my research in
front of the class next week!
ANDERSON — This is a very interesting subject and I think I can help you. I love
the Internet, especially social networks!
GLÁUCIA
— Fantastic!
ANDERSON — S o, how should we do this?
GLÁUCIA
— Let’s split. I search on the Internet while you look for some books.
ANDERSON — “ Let’s split”?
GLÁUCIA
—V
amos nos separar. Eu pesquiso na internet enquanto você procura alguns livros.
ANDERSON— Oh! Now I understand! Yes, let’s split. Let’s meet in 30 minutes, OK?
GLÁUCIA
—O
K! I’ll meet you back here in 30 minutes. Thank you!
ANDERSON — Y
ou are always welcome, Gláucia!
99
English – Unit 2
2. Now pair up with a classmate and practice the dialogue out
loud. One of you will be Gláucia and the other one will be
Anderson. The teacher will choose some pairs to perform for the
rest of the class.
How did the history of the Internet start?
The history of the Internet begins in the 1960s. At that time, the
tension of the Cold War and the fear that an enemy attack could
destroy important data and research reports led the U.S. government
to create a network called Advanced Research Projects Agency
Network (ARPANET).
©Kleinrock Internet Heritage Site and Archive/UCLA/Reuters/Latinstock
História
8o ano/3o termo
Unidade 3
University of California, Los Angeles (UCLA), one of the universities connected to the ARPANET network.
The main objective of the ARPANET was to protect information
by sharing it with other computers. In case a computer was destroyed,
information would be safe thanks to this network. Computers were
enormous structures at that time, nothing like the ones we have today.
The ARPANET was restricted to military use, but with the end of
the Cold War, scientists and students in universities started using it to
exchange information and also to research and develop new projects
based on the novelty.
Besides the ARPANET, several technological developments and
improvements have been necessary until the advent of the Internet.
100
English – Unit 2
© Maksim Pasko/123RF
Only in the middle of the 1990s, the PCs or Personal Computers
began to enter people’s houses. At first, only a few families could
afford a PC at home, but access to this technology and to the Internet
is growing every year. In 2000, 4.9 million Brazilians had access to
the Internet at home, and ten years later, this number increased
to almost 35 million. It’s an amazing growth, isn’t it?
Keywords box
a few poucos
to afford arcar, pagar
amazing fantástico
by sharing compartilhando
datum/data dado/dados
to exchange trocar
improvement melhoria
to lead/ fazer com que, levar a/
led fez com que, levou a
novelty novidade
several vários
thanks to graças a
growth crescimento
© US Army/SPL/Latinstock
Did you know?
ENIAC: the first computer
The first computer was developed in 1946 by the U.S. Army during
World War II. Its main function was to perform ballistic mathematical
calculations. It was operated manually and a sequence of keys and
wires were necessary to trigger a task.
The computer weighed 30 tons and occupied an entire room.
Referência
LAMBERT, Laura; POOLE, Hilary; WOODFORD, Chris; MOSCHOVITIS,
Christos. The Internet: a historical encyclopedia. Santa Barbara, CA:
ABC-CLIO, 2005, p. 23-24.
Two technicians programming ENIAC.
101
English – Unit 2
Activity 2
Did you know?
The history of the Internet
1. Answer the following questions based on the text you have just read.
a) What was the ARPANET? How did it start?
“Datum” is one of the
few words that kept its
original form in Latin
when incorporated by
the English language.
For this reason, its plural
is “data”. However, the
word in singular “datum”
is seldom used. Another
word of this type is
“phenomenon” and its
plural is “phenomena”.
b) After the army, who else started using the ARPANET? And
what for?
Top tips
In 2009, a German
student called Melih
Bilgil produced a short
video called History
of the Internet. It is a
simple but complete
narrative. The video
is a huge success, and
people from all over
the world translated it
and created subtitles in
their native languages,
including Portuguese.
If you want to know
more details about the
birth of the Internet, you
can access it in Melih’s
website. Disponível
em: <http://www.lonja.
de/the-history-of-theinternet/>. Acesso em:
30 abr. 2013.
c) What happened in the 1990s?
2. Technology in general and the Internet in particular brought
many changes and possibilities to daily life. Form group up to
four people and describe how the following activities have
changed with the advent of the Internet.
Use the example below as a reference:
© Marish/Shutterstock
a) Chat to each other
102
Before the Internet people used to send letters.
Now people can send emails.
© Stockbyte/Thinkstock
© Jazzia/123RF
© Tuulijumala/123RF
© Digital Storm/Shutterstock
English – Unit 2
b)Shopping
c) Finding information
d)Working
e)Banking
103
English – Unit 2
Activity 3
Professions and the Internet
1. Look at the following text. Read its title and observe the pictures.
Discuss with your classmates: In your opinion, what is the text
about?
2. Now read it silently. If necessary use the “keywords box” at the
end of the text to better understand it.
© Luba Nel/123RF
A web designer plans, develops and implements websites. This professional
must consider all essential components for browsing websites in order to create
an appropriate design for the contracting company.
© Texelart/Shutterstock
Professions related to the Internet
© Zimmytws/123RF
Web analysts analyze data and traffic statistics or number of
access in order to optimize the use of websites. They are able to say,
for example, what is the best landing page to encourage customers
to make purchases. These professionals use these indicators in
order to help the company to improve its website thus achieving
better results.
The lawyer is an old professional that gained a new branch with the
popularization of Internet. Theft of information, improper downloads,
bank fraud, undelivered purchase, calumny and defamation are all
examples of electronic crimes. The Internet lawyer analyzes each case
according to current laws.
Referência
UNIVERSIA. 21 profissões novas da era digital, 7 mar. 2012. Disponível em: <http://noticias.universia.com.br/destaque/
noticia/2012/03/07/915903/21-profisses-novas-da-era-digital.html>. Acesso em: 30 abr. 2013.
104
© Tischenko Irina/Shutterstock
An online community manager acts in social networks and
Internet communities making the connection between company
and society in virtual environments. This professional promotes
conversations and debates about the needs and interests of
customers, developing and consolidating the company’s image in
environments such as websites and social networks.
English – Unit 2
Keywords box
to achieve/
achieving
appropriate
bank fraud
branch
to consolidate/
consolidating
contracting
company
current laws
customer
atingir, alcançar/
atingindo, alcançando
apropriado
fraude bancária
ramo
consolidar, fortalecer/
consolidando,
fortalecendo
empresa
contratante
legislação atual,
leis em vigor
cliente
to develop/ desenvolver/
developing desenvolvendo
lawyer advogado
manager gerente
to encourage encorajar,
estimular
for browsing para navegar
need necessidade
to optimize otimizar
purchase compra
to gain/ ganhar,
gained conquistar/
ganhou,
conquistou
such as tais como
theft roubo
thus assim,
portanto
to implement implementar
improper impróprio
in order to a fim de
virtual ambiente
environment virtual
landing página de
page entrada
3. Answer the following questions in your own words:
Top tips
a) Define the work of a web designer.
b) What is the importance of the work done by an Internet lawyer?
c) Describe the work of a web analyst.
d) What does an online community manager do?
The documentary
Connected: an
autoblogography about
love, death & technology
(directed by Tiffany
Shlain, 2011) explores
two dimensions of the
connection between
people: the bond which
keeps relatives and
friends affectively close
and the one that keeps
strangers interdependent.
In this movie you can
see the positive and
negative impacts of the
Internet on relationships
and how it reshapes
the world we live in.
Tiffany Shlain presents
her autobiography,
but through her story
it is possible to identify
aspects which are truly
universal.
e) Would you consider being any of these professionals? Why?
105
English – Unit 2
4. Now read the text out loud. The teacher will choose a volunteer
to begin with the reading. After a few sentences, the teacher
will choose another volunteer to continue. Pay attention to
pronunciation corrections and other explanations that your
teacher will give.
Activity 4
Distance education
1. Discuss with your classmates: What do you know about distance
education? Have you ever taken a distance course? Or do you
know someone that has taken it?
2. Now read the following text silently.
Distance education
© Steven Frame/123RF
Distance education is a method of
teaching and learning which occurs
with little or no direct contact between
teacher and student. This method uses
several resources such as printed materials
sent by post offices, audio, video and the
Internet. This last one has expanded this
system all over the world.
Did you know?
Lizete Castro
Shorthand (taquigrafia) is
a technique which uses
handwritten signs to
represent words or phrases.
It is a method of writing that
allows quick registration
of speeches, almost
instantaneously.
Example of a sentence in the
Marti shorthand method.
It means “Hoje eu tenho uma
audiência”.
There are many different
methods of shorthand
worldwide and many have
been adapted to Portuguese.
In Brazil, shorthand is widely
used in justice courts and
parliaments to transcribe
discourses.
106
Although distance education sounds quite recent, this type of education
has been around for a long time. The first mention of this method was in 1728,
when a teacher of the new method of shorthand, named Caleb Phillips,
advertised in the Boston Gazette newspaper:
Persons in the country desirous to learn this art may, by having
the several lessons sent weekly to them, be as perfectly instructed
as those that live in Boston.
At that time, thanks to the development of postal services, distance
education was already possible.
Nowadays distance education is very common all over the world. In
Brazil, this type of education is offered at all levels and modalities of learning,
from elementary to higher education, in different fields in public and private
universities.
Distance education appears as a solution to the needs of millions of people
who, for various reasons, cannot attend schools in person and to other
people who prefer this type of education as well.
Referências
BOSTON Gazette. March 20, 1728.
BRASIL. Ministério da Educação. Referenciais de qualidade para a educação superior a
distância. Brasília, DF: Secretaria de Educação a Distância, 2007. Disponível em: <http://
portal.mec.gov.br/seed/arquivos/pdf/legislacao/refead1.pdf>. Acesso em: 30 abr. 2013.
English – Unit 2
Keywords box
to advertise/ anunciar/
advertised anunciou
has been around já existe, está presente
nowadays hoje em dia
although embora
as perfectly tão perfeitamente
instructed as instruído quanto
those aqueles(as)
to attend comparecer, frequentar
between entre
by having ao ter
quite bastante
to send/sent enviar/enviado
several lessons várias lições
weekly semanalmente
with little or no com pouco ou
nenhum
desirous desejoso
3. Answer the following questions in your own words:
a) What is distance education?
b) What are the resources used by this method of teaching and
learning?
c) What was the first advertisement of distance education published
in a newspaper?
4. In your opinion, what are the advantages and disadvantages of
distance education courses?
107
English – Unit 2
You studied
In this Unit you were able to expand your vocabulary while
learning about several topics related to the Internet in the world
of work. First you learned about the ARPANET, the origins of
the Internet and the first computer in the world (ENIAC). Then
you talked about the professions related to the Internet as well
as distance education and its origins.
Think about it
A internet tem se tornado mais importante no cotidiano das pessoas. Ela está cada vez mais presente no lar, na escola, na faculdade e no
ambiente de trabalho. No entanto, existe um conceito que reflete uma
situação ainda comum no Brasil e no mundo, o conceito de exclusão
digital. O que você entende por exclusão digital? Qual parcela da população você acredita estar mais sujeita a ela? Quais são as implicações
dessa exclusão? O que poderia ser feito para democratizar o acesso às
tecnologias da informação?
108
U nit
3
Professions of the future
In this Unit, you will know some of the professions which tend
to grow in the future. You will read about professions in the fields
of shipbuilding, renewable energy, biotechnology, mathematics, web
development and gerontology. While studying these topics, you will
also be able to expand your knowledge of the English language.
For starters
In group, answer the following questions:
•
What professions and occupations do you think will be highly
requested in the future?
•
In your opinion, what are the reasons for the growth of these
professions and occupations in the future?
Activity 1
My future job
1. Read the following dialogue between Gláucia and Anderson
silently. Pay attention to new words and expressions, and make
sure to add them in your glossary. You may use the “keywords
box” at the end of the text if you need help.
(Anderson is reading a science magazine when Gláucia walks into the room.)
GLÁUCIA
—Y
ou really like to read, huh?
GLÁUCIA
—M
ay I know what you are reading about?
GLÁUCIA
—V
ery smart of you, Anderson. I have been reading about it too!
GLÁUCIA
—G
et out of here!
ANDERSON
ANDERSON
ANDERSON
ANDERSON
—O
h! Hello, Gláucia. Yes, I told you I love reading...
— I am reading about the professions of the future. I want to know
about the future of the world of work.
—A
h! Conta outra!
—C
alm down, Gláucia. It was just a joke, you don’t need to tell me
to “Get out of here!”.
109
English – Unit 3
GLÁUCIA
ANDERSON
GLÁUCIA
ANDERSON
GLÁUCIA
ANDERSON
GLÁUCIA
ANDERSON
GLÁUCIA
ANDERSON
GLÁUCIA
— No, Anderson. “Get out of here” is an expression used when you
don’t believe what the person is saying; it’s like “Conta outra!”.
—O
h, now I understand! I thought you wanted me to go away!
—N
o, not at all! I like to chat with you very much!
— ( laughing) Yeah, right, get out of here!
— I’m serious, since we met again one year ago, I’ve learned so
much from you!
—R
eally? But I am learning English with you!
— Yes, I know, but I am also learning lots of things that you tell me!
—A
h! Bom saber...
— “ Good to know”.
— Good to know. But tell me, what do you know about the professions
of the future?
— I know everything: spaceship pilots, human robot developers,
drivers for flying taxicabs...
(Anderson looks confused.)
GLÁUCIA
ANDERSON
— Of course I’m joking. I have no idea what the professions of the
future are. Why don’t you tell me?
—O
K, I will. The professions of the future are...
Keywords box
to believe
confused
joke
to joke/joking
to laugh/laughing
acreditar
confuso
brincadeira, piada
brincar/brincando
rir/rindo
magazine
may I know...?
spaceship
taxicab, cab, taxi
revista
posso saber...?
espaçonave
táxi
2. Now that you have finished reading the dialogue in silence, read
it again out loud with a classmate. After you have practiced it a
few times, the teacher will select some volunteers to perform for
the rest of the class.
© Hudson Calasans sobre fotos
© 123RF e © Shutterstock
Future trends and professions
The nature of work changes along with society and the
environment we live in. Paying attention to the trends that
reshape the world of work is a great tip to those who want to
walk a promising path. Medical breakthroughs, advanced
technologies and challenges related to the depletion of natural
resources are on the list of trends that create great opportunities
for the near future.
110
English – Unit 3
Keywords box
along with
breakthrough
challenge
depletion
Activity 2
junto com
descoberta
desafio
esgotamento
path
to pay attention to
to reshape
trend
caminho
prestar atenção a
remodelar
tendência
K
nowing the trends and the professions of
the future
1. Answer the question based on the text you have just read: Which
trends create most of the professions of the future?
2. In pair, pay attention to the pictures and the words in bold
types in the following text and discuss: What do you think
these professionals do? Although they already exist, what do you
think has changed?
3. Now read the text silently. Use the “keywords box” to help you
understand it.
Technicians, technologists and engineers
of shipbuilding can act in the planning,
construction, maintenance or supervision
of shipyards, vessels and oil tankers. The
area lacks professionals at all levels, from
technicians and technologists to engineers. In
Brazil, for example, these professionals have job
opportunities associated with pre-salt projects.
Sustainable development is more than a
world trend: it is an imperative. The search for
renewable energy sources has been gaining
importance in recent years. Technicians and
engineers in renewable energy are qualified
to design, build and operate energy systems
based on renewable sources such as solar and
wind power.
© Vaclav Volrab/123RF
© ChinaFotoPress/Getty Images
Future professions
111
© Zoonar/Erwin Wodicka/
age fotostock/Easypix
English – Unit 3
Biotechnologists work in the development
and application of biological technologies in the
industries of food, cosmetics and pharmaceutics,
as well as in the environmental industry. In
Brazil, the sector is being encouraged by the
Biotechnology Development Policy which aims
at the development of the Brazilian industry
and the use of biotechnology by the society.
There are job positions in research institutes,
universities and biotech companies.
© Jiri Vaclavek/123RF
Mobile web developers create programs,
interfaces and applications for electronic commerce
and marketing. According to a report from the
National Telecommunications Agency (Anatel),
there were 261.78 million active mobile phone
lines in Brazil in 2012. This creates an overgrowing
demand for mobile web developers in our country.
Gerontologists are specialists in seniors’ health.
Their work consists of planning and implementing
actions to improve the quality of life of elderly
people. They may work in public hospitals, private
clinics or on their own. In Brazil, increasing life
expectancy and an aging population make these
professionals very requested nowadays.
© Steven Peters/Stone/Getty Images
© Tetiana Vitsenko/123RF
Mathematicians are requested in
various areas and their activities go beyond
educational institutions. Assessment of
investment risks, numerical analysis on
computers, software development and
analysis in logistics are some of the duties
undertaken by these professionals in banks,
insurance brokers, information technology
companies and many others.
Referências
BIOTECNOLOGIA – Bacharelado. Guia do estudante. Disponível em: <http://guiadoestudante.
abril.com.br/profissoes/meio-ambiente-ciencias-agrarias/biotecnologia-602879.shtml>. Acesso em:
30 abr. 2013.
BRASIL. Agência Nacional de Telecomunicações (Anatel). Telefonia móvel fecha 2012 com 261,78
milhões de linhas, 18 jan. 2013. Disponível em: <http://www.anatel.gov.br/Portal/exibirPortalNoticias.
do?acao=carregaNoticia&codigo=27607>. Acesso em: 30 abr. 2013.
FRANÇA, Luiz de; VIEIRA, Vanessa. 30 novas carreiras – encontre a sua aqui. Você S/A, São Paulo,
ed. 161, 1o nov. 2011. Disponível em: <http://exame.abril.com.br/revista-voce-sa/edicoes/161/
noticias/30-novas-carreiras-encontre-a-sua-aqui>. Acesso em: 30 abr. 2013.
POLÍTICA de Desenvolvimento da Biotecnologia e o decreto que a criou. Inovação Unicamp,
Campinas, 24 fev. 2007. Disponível em: <http://www.inovacao.unicamp.br/documentos/politica-dedesenvolvimento-da-biotecnologia-e-o-decreto-que-a-criou>. Acesso em: 30 abr. 2013.
112
English – Unit 3
Keywords box
to act
aging
to aim at
assessment
Biotechnology
Development
Policy
demand
duty/duties
elderly
to go beyond
atuar, agir
envelhecimento
visar a
avaliação
Política de
Desenvolvimento
Biotecnológico
demanda
função/funções
idoso
ir além
imperative imperativo,
necessário
increasing em crescimento
insurance seguradora
broker
to lack faltar, carecer de
on their por conta
own própria
to qualify/ qualificar, habilitar/
qualified qualificado/
habilitado
renewable renovável
requisitar/
requisitado
idoso
estaleiro
fonte
executar,
empreender/
executado,
empreendido
vessel embarcação
wind power energia eólica
to request/
requested
senior
shipyard
source
to undertake/
undertaken
4. According to the text, answer the following questions:
a) What are the professions mentioned in the text?
b) Choose two of them and describe in your own words what
these professionals do.
c) What explains the demand for mobile web developers in Brazil?
d) Which institutions offer positions for mathematicians?
113
English – Unit 3
5. The teacher will choose a volunteer to begin with the reading and
switch to another volunteer after a few lines. Pay attention to
pronunciation corrections and explanations that your teacher will give.
Activity 3
Important issues
1. The following text is about the importance of education and
innovation to the development of countries. Discuss with your
classmates: In your opinion, is education important to the
development of countries? Do you think Brazil is investing in
education?
2. Read the text silently.
The race for knowledge
© João Pirolla
Knowledge, information and
education are key issues for countries
wishing to develop and to provide a
better quality of life for their citizens.
The U.S., Brazil, India, China, many
countries in Europe and in other
continents have a growing necessity
for investment in research, education
and innovation. For many scholars and
specialists, access and development of
new technologies will be responsible
for economic growth and job creation
in the future.
Graduates of Medical Sciences, Engineering, Gastronomy and Architecture.
In China, an emerging superpower,
the commitment to technological and
educational development is part of a
national economic strategy. Nowadays
China has the largest number of
graduates, and it is estimated that in
2030 the country will have over 200
million Chinese with a higher education
degree.
Like its neighbor, India has also invested greatly in education, and from 2005 to 2012 has tripled the
number of graduates in Engineering, Computer Science and Information Technology.
Brazil is recognized throughout the world as an emerging country and has a significant number of graduates.
According to MEC, in 2000 there were 6.1 million Brazilians with a higher education degree and in 2010
the number increased to 12.8 million. Brazil is also a major exporter of sophisticated products like aircrafts,
automobiles and industrial equipment.
Referências
BRASIL. Ministério da Educação. Número de brasileiros com graduação cresce 109,83% em 10 anos. Brasília, DF, 3 maio 2012.
Disponível em: <http://portal.mec.gov.br/index.php?option=com_content&view=article&id=17725>. Acesso em: 30 abr. 2013.
COOPER, Donna; HERSH, Adam; O’LEARY, Ann. The competition that really matters. Center for American Progress, Washington,
21 ago. 2012. Disponível em: <http://www.americanprogress.org/issues/economy/report/2012/08/21/11983/the-competition-thatreally-matters/>. Acesso em: 30 abr. 2013.
PESSOA, Sergio. Guest post: Brazilian innovation. Financial Times, 29 ago. 2012. Disponível em: <http://blogs.ft.com/beyondbrics/2012/08/29/guest-post-brazilian-innovation/#axzz2BNYwTLhy>. Acesso em: 30 abr. 2013.
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English – Unit 3
Keywords box
aircraft
commitment
emerging
key issue
knowledge
major
to provide
race
aeronave
compromisso
emergente
questão-chave
conhecimento
grande
proporcionar
corrida
to recognize/
recognized
scholar
superpower
throughout the world
to triple/has tripled
wishing to
reconhecer/
reconhecido
acadêmico, estudioso
superpotência
por todo o mundo
triplicar/triplicou
que desejam
3. Answer the following questions:
a) According to the text, what is necessary for a country wishing
to be developed?
b) What are countries like Brazil, China and India doing in order
to achieve development?
c) What happened in Brazil from 2000 to 2010?
4. Now, the teacher will choose a volunteer student to read the text
The race for knowledge out loud. After a few sentences, another
volunteer will continue reading. Pay attention to pronunciation
corrections and explanations that your teacher will give.
5. Take a look at the list of innovations which have changed the world
we live in and benefited millions of people. In trio, choose one of the
items in the list and do a research about it. You can use the following
topics as guidelines for your research:
•Characteristics.
•Benefits.
•
Development through the years.
115
English – Unit 3
Did you know?
There are many
occupations that once
were very popular, but
today are either rare or
simply extinct. Some
of them are: milkman;
typewriter typist and
lamplighter.
List of innovations
•Airplane
•
•Antibiotics
•Radio
•Automobile
•Robotics
•
•
Rocket science
•Internet
•Submarine
•Nanotechnology
•Television
•
© E. Dean/Hulton Archive/Getty Images
Genetic engineering
Personal computer (PC)
Nuclear energy
Activity 4
GIANT
1. In group, discuss this question: Have you ever heard about a
knowledge cluster?
Lamplighter in
London, 1935.
2. Read the following text.
GIANT: a knowledge cluster
Knowledge cluster
Is a system for
technological innovation
that houses several
research cells (a cluster
is a group of cells)
working together and
sharing resources
(like supercomputers)
that would be hard to
maintain if they were
separated.
Grenoble is a small city with over 15 thousand inhabitants, at the feet of the
French Alps, and it is home to an ambitious project named GIANT – the Grenoble
Innovation for Advanced New Technologies. This project is a knowledge cluster
which aims at attracting researchers and engineers from around the globe.
It is a partnership among universities, research institutes and companies to
develop products, procedures and systems in the sectors of health, technology
and energy.
According to the developers, around 40 thousand people – among inhabitants,
students, researchers and workers – are expected to circulate in the area, which
will also have leisure and sports centers. The project also includes a power plant
for clean energy and a transportation network of its own.
GIANT intends to get in the fight for innovation and catch up with well-known
centers such as Boston and California, in the U.S., Cambridge, in England, Science
City, in Zurich, and Digital Media, in South Korea.
Referência
COUGHLAN, Sean. Battle of the knowledge superpowers. BBC News, Londres, 28 set. 2011.
Education & family. Disponível em: <http://www.bbc.co.uk/news/education-14949538>.
Acesso em: 30 abr. 2013.
Keywords box
ambitious ambicioso
to catch up with alcançar
116
cluster polo, grupo
power plant usina de energia
English – Unit 3
3. Answer the following questions:
a) What is the text about?
b) Who are expected to work and study in this knowledge cluster?
c) Would you like to study or work there? Why?
4. Add the new words you have learned in this reading activity in
your glossary.
5. In our country, do you think this kind of place exists? Do a
research about technology parks in Brazil. Your research can
provide answers to the following questions:
•
Where are they?
•
What kind of technology do they develop?
•
What companies, universities and other institutes are located
in them?
117
English – Unit 3
You studied
In this Unit you studied about the professions of the future
and the importance of knowledge and innovation for countries
wishing to develop. You also learned new words in English and
improved your reading skills. In the Unit 4 you will continue
to develop your vocabulary and practice your skills while
discussing other possibilities in the world of work.
Think about it
O mercado de trabalho está em constante transformação. Muitas profissões já desapareceram ou correm o risco de desaparecer.
A tecnologia é um fator que influencia nessas transformações, mas
não é o único. Quais seriam os outros fatores? Na sua opinião, o
que os trabalhadores podem fazer para acompanhar essas transformações?
118
U nit
4
Other horizons in the
world of work
In this Unit you will study other possibilities in the world of work.
You will know other ways of making a living, such as cooperatives,
entrepreneurship and co-working. While you learn about these other
interesting professional horizons, you will continue to work on the
expansion of your vocabulary and your reading skills.
For starters
In group, answer the following question:
•
What are the other possibilities of making a living besides working
as a registered worker in a regular company?
Activity 1
My own business
1. Read the following dialogue between Anderson and Dolores.
(Anderson is talking to Dolores. He would like to be an entrepreneur.)
ANDERSON
DOLORES
ANDERSON
DOLORES
ANDERSON
DOLORES
ANDERSON
DOLORES
ANDERSON
DOLORES
ANDERSON
DOLORES
ANDERSON
DOLORES
ANDERSON
DOLORES
—H
ello, my new co-worker!
—H
i, Anderson. How are you doing?
— I ’m fine. Could be better, but I’m fine.
—W
hat’s the matter, Anderson? You don’t sound very happy.
—W
ell, sometimes I think I would like to have my own business...
—H
mm, I know what you mean, you would like to be an entrepreneur, right?
— “Entrepreneur”?
—Y
es, an entrepreneur is someone who starts their own business.
—O
h! Now I understand! In Portuguese, entrepreneur is empreendedor.
—E
mpreendedor?
—T
hat’s right! Tell me something, Dolores, do you know any entrepreneur?
— Yes, I know many entrepreneurs in my home country. My sister is an entrepreneur. She runs a
small business. She makes and sells birthday cakes. Her cakes are delicious and she earns enough
to make a living.
— Hmm, very interesting! What about you, Dolores, have you ever thought about opening your
own business?
—Y
es, Anderson, quite often, actually. I would like to open my own gift shop...
— It’s a good idea... Maybe you, Gláucia and I could start a business one day. Maybe a language
school!
—H
ey, that’s a good idea! Who knows, maybe one day we will be partners!
119
English – Unit 4
Keywords box
to earn ganhar
partner parceiro, sócio
enough suficiente
quite often com muita frequência
gift shop loja de artigos para presente
to make a living sustentar-se
to run a business gerir um negócio
what’s the matter? qual o problema?
2. Now that you have read the dialogue in silence, practice it a few
times out loud with a partner. The teacher will choose a pair of
volunteers to perform it to the rest of the class.
Entrepreneurship
The words “entrepreneurship”, “entrepreneur” and “enterprise”
derive from the French word entreprendre, which is quite similar
to the Portuguese empreender. But no matter where you are from,
there are certain characteristics an entrepreneur should have in
order to be a successful business owner.
© Ariel Skelley/Corbis/Latinstock
An entrepreneur should be a
good leader, able to motivate
employees to plan and execute
strategies. He/She should see
le a r n i ng about t he m a rke t ,
competitors and new techniques
as a permanent process, and also
be prepared to take some risks and
make difficult decisions. Persistence,
optimism, determination and
independent thinking are other
important qualities for those
wanting to succeed. So, do you have
what it takes to be an entrepreneur?
Keywords box
to derive derivar
leader líder
120
no matter não importa
to succeed ter sucesso
English – Unit 4
Activity 2
Characteristics of an entrepreneur
1. Now, answer the questions based on the text you have just read:
a) What is the origin of the word “entrepreneurship”?
b) In your opinion, which characteristics in the text are the most
important for an entrepreneur? Choose three of them.
c) Are you an entrepreneur? If not, would you like to be one? Why?
2. Research about the pros and cons of being an entrepreneur. Share
your findings with the classmates.
Activity 3
A different form of work organization
Cooperatives
You have probably heard of cooperatives. Their history is old, starting
in the 19 th century during the Industrial Revolution, when the first
modern cooperative in the world was founded. Cooperatives differ from
regular companies because they are collectively owned; they consist of
people who voluntarily get together and democratically divide tasks,
duties and salary in accordance with pre-established rules.
© Pakhnyushchyy/123RF
1. The following text is about an ancient form of work organization
that is growing nowadays. Read it silently.
121
English – Unit 4
To Juan Somavia, former director-general of the International Labour Organization (ILO), cooperatives
have a social spirit:
[...] Guided by the compass of social justice, cooperatives are vehicles for promoting decent work and decent
lives for all. As democratic, value-driven and locally-controlled organizations, they foster social inclusion. [...]
The latest statistics provided by the Organization of Brazilian Cooperatives (OCB – Organização das Cooperativas Brasileiras) show that there are more than 6,652 cooperatives in the country, bringing together nine
million members and generating 300,000 direct jobs.
There are cooperatives operating in several sectors, here are some of them:
•
•
•
•
•
•
•
credit;
consumer goods;
agriculture (farmers and fishermen);
health;
housing;
industry and services;
insurance.
According to OIT (Organização Internacional do Trabalho), in 2012 the cooperatives were responsible for:
• guaranteeing the livelihood of 50% of the world’s population;
• providing services for 1 billion people worldwide;
• producing 50% of agricultural products in the world.
Referências
BRASIL. Ministério da Agricultura, Pecuária e Abastecimento. Cooperativismo. Brasília, DF: Secretaria de Desenvolvimento
Agropecuário e Cooperativismo, 2012. Disponível em: <http://www.agricultura.gov.br/arq_editor/file/Cooperativismo%20e%20
Associativismo/Publica%C3%A7%C3%B5es%20e%20M%C3%ADdias/cooperativismo%20atualizada%202012.pdf>. Acesso em:
30 abr. 2013.
INTERNATIONAL Labour Organization (ILO). ‘Cooperative enterprises build a better world’ – Statement by ILO Director-General.
Genebra, 6 jul. 2012. Disponível em: <http://www.ilo.org/global/about-the-ilo/media-centre/statements-and-speeches/WCMS_184791/
lang--en/index.htm>. Acesso em: 30 abr. 2013.
MOGROVEJO, Rodrigo; MORA, Alberto; VANHUYNEGEM, Philippe (Orgs.). El cooperativismo en América Latina: una
diversidad de contribuciones al desarrollo sostenible. La Paz: Oficina de la OIT para los Países Andinos, 2012. Disponível em: <http://
www.ilo.org/wcmsp5/groups/public/---americas/---ro-lima/documents/publication/wcms_188087.pdf>. Acesso em: 30 abr. 2013.
ORGANIZAÇÃO Internacional do Trabalho (OIT). Cooperativas: essenciais para o crescimento. Genebra, 9 jul. 2012. Disponível
em: <http://www.oitbrasil.org.br/node/867>. Acesso em: 10 jun. 2013. Tradução: Eduardo Portela.
Keywords box
to bring together/ reunir/
bringing together reunindo
to hear/heard ouvir/ouviu
insurance seguro
collectively owned propriedade coletiva
latest mais recente
to differ diferenciar-se, diferir
livelihood subsistência
to foster promover, estimular
to found/founded fundar/fundado
to get together reunir-se
to guarantee garantir
122
locally-controlled controlado localmente
regular comum, regular
task tarefa
value-driven movido por valores
English – Unit 4
2. According to the text Cooperatives, answer the following questions:
a) Define cooperatives in your own words.
b) Do you know any cooperatives in your neighborhood or city?
What do you think of them?
Top tips
The documentary
film The take (directed
by Avi Lewis & Naomi
Klein, 2004) is about
a group of workers
in Argentina that
successfully gain control
over their former
factory, which was shut
down because of several
factors, including
bad management
and a financial crisis
in Argentina. Instead
of giving up, those
employees decided to
work collectively and
share profits equally
among themselves.
3. Read the following text.
The Rochdale principles
In 1844, workers of Manchester (England) decided to meet and discuss a
way to overcome their painful conditions of work. After several meetings, they
established rules and principles for a society of mutual help, and after a year of
work, they accumulated enough capital to open a small cooperative warehouse.
The principles of this society are the basis for cooperatives known today (apud
International Co-operative Information Centre):
• open membership;
• democratic control (one man, one vote);
• distribution of the surplus to the members in proportion to their transactions;
• limited interest on capital;
• political and religious neutrality;
• cash trading;
• promotion of education.
Referência
PRESENT Application of the Rochdale principles of co-operation (1937), The. Studies and reports,
ICA, London, 1964, p. 3-5. Apud International Co-operative Information Centre. Disponível em:
<http://www.uwcc.wisc.edu/icic/orgs/ica/pubs/studies/The-Present-Applications-of-the-Rochdale1/
The-Rochdale-Principles-of-Co-operation-1.html>. Acesso em: 2 maio 2013.
123
English – Unit 4
Keywords box
cash trading troca por dinheiro
(da titularidade)
to know/known conhecer/conhecido
to overcome superar
painful penoso, doloroso
surplus superávit
warehouse armazém
4. Based on the text, what are the rules and principles established in
the Rochdale principles?
5. Read the texts Cooperatives and The Rochdale Principles out
loud. The teacher will choose a volunteer to begin with the
reading and switch to another volunteer after a few lines. Pay
attention to pronunciation corrections and explanations that your
teacher will give.
Activity 4
A recent trend in the world of work
1. Before you read the following text, take a look at the picture
and discuss with your classmates: How does it relate to the title
of the text?
2. Now read the text silently.
© Helena Yoshioka
Co-working
Co-workers at the Hub, a shared office in
São Paulo.
Co-working is a recent world trend
through which different people (usually
freelancers) from different sectors of the
economy share the same office space.
This type of office is commonly known
as “shared office”. Many people compare
the “shared office model” to the “home
office model”. Although co-working is
quite a new concept, there are already
several shared offices in Brazil.
If you compare having your own office to a shared one, you may see that
co-working can lower costs with rent, water, electricity, Internet and phone,
for example. Besides, there is a possibility of networking with different people
for specific projects.
124
English – Unit 4
Keywords box
freelancer profissional autônomo
home office escritório em casa
to lower reduzir
rent aluguel
to share compartilhar
3. Answer the following questions according to the text.
a) What is co-working?
b) Some defenders of the shared office model say home office is
unproductive because of its many distractions which might lead
to laziness. Do you agree? Why?
c) According to the text, what are the positive aspects of co-working?
Can you think of negative aspects?
4. In group, choose one of the topics presented so far in this Unit:
entrepreneurship, cooperatives and co-working. Each group will
do a research bringing additional information about the chosen
subject. Make sure to include at least one individual example of a
person or group of people who engaged in this activity. You can use
the following topics as guidelines for your research:
•
Entrepreneurship around the world.
•
History of cooperatives.
•
Co-working in Brazil.
Pay attention to relevant information – dates, numbers and places –
and add them to your research.
125
English – Unit 4
Time for citizenship
As relações pessoais em cooperativas são baseadas na igualdade entre todos os trabalhadores. Por não haver hierarquia nem chefia, os valores ligados ao individualismo
podem ser dissipados nesses ambientes, fortalecendo o ambiente “coletivo”.
A economia solidária é uma das formas de trabalho que promovem valores, como
igualdade, cooperação e solidariedade entre os que dela participam.
O Ministério do Trabalho e Emprego (MTE) mantém uma secretaria especialmente
para esse tema e considera a economia solidária uma alternativa para a comercialização
de produtos sem a exploração de trabalhadores.
Assim, a economia solidária prega uma forma de subsistência capaz de preservar o
ambiente e fortalecer relações mais solidárias entre as pessoas.
Você pode ler mais sobre economia solidária no site do MTE.
Fonte: BRASIL. Ministério do Trabalho (MTE). O que é economia solidária.
Disponível em: <http://www.mte.gov.br/ecosolidaria/ecosolidaria_oque.asp>. Acesso em: 30 abr. 2013.
You studied
In this final Unit, you expanded your vocabulary and
knew different forms of work organization: entrepreneurship,
co-working and cooperatives. Congratulations for your progress!
Think about it
Começar um negócio exige cuidado e planejamento. Além disso,
como em qualquer outra profissão, algumas características pessoais
podem ser muito relevantes para alguém que queira se tornar um
empreendedor. Entre elas estão a disciplina, a confiança e a criatividade. E para um cooperado? Quais características são necessárias
para o trabalho em uma cooperativa? O que você preferiria ser: um
cooperado ou um empreendedor?
126