Questões para Concursos

Many studies reveal the contributions of plant breeding and agronomy to farm productivity and their role in reshaping global diets. However, historical accounts also implicate these sciences in the creation of new problems, from novel disease vulnerabilities propagated through industrial monocrops to the negative ecological and public health consequences of crops dependent on chemical inputs and industrialized food systems more generally. Increasingly, historical analyses also highlight the expertise variously usurped, overlooked, abandoned, or suppressed in the pursuit of “modern” agricultural science. Experiment stations and “improved” plants were instruments of colonialism, means of controlling lands and lives of peoples typically labeled as “primitive” and “backward” by imperial authorities. In many cases, the assumptions of colonial improvers persisted in the international development programs that have sought since the mid-20th century to deliver “modern” science to farming communities in the Global South. Awareness of these issues has brought alternative domains of crop science such as agroecology to the fore in recent decades, as researchers reconcile the need for robust crop knowledge and know-how with the imperatives of addressing social and environmental injustice. Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food. Internet: (adapted)

In the 20 th century, we made tremendous advances in discovering fundamental principles in different scientific disciplines that created major breakthroughs in management and technology for agricultural systems, mostly by empirical means. However, as we enter the 21st century, agricultural research has more difficult and complex problems to solve. The environmental consciousness of the general public is requiring us to modify farm management to protect water, air, and soil quality, while staying economically profitable. At the same time, market-based global competition in agricultural products is challenging economic viability of the traditional agricultural systems, and requires the development of new and dynamic production systems. Fortunately, the new electronic technologies can provide us a vast amount of real-time information about crop conditions and near-term weather via remote sensing by satellites or ground-based instruments and the Internet, that can be utilized to develop a whole new level of management. However, we need the means to capture and make sense of this vast amount of site-specific data. Our customers, the agricultural producers, are asking for a quicker transfer of research results in an integrated usable form for site-specific management. Such a request can only be met with system models, because system models are indeed the integration and quantification of current knowledge based on fundamental principles and laws. Models enhance understanding of data taken under certain conditions and help extrapolate their applications to other conditions and locations. Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell (eds.) Agricultural system models in field research and technology transfer . Boca Raton, CRC Press LLC, 2002 (adapted).

Many studies reveal the contributions of plant breeding and agronomy to farm productivity and their role in reshaping global diets. However, historical accounts also implicate these sciences in the creation of new problems, from novel disease vulnerabilities propagated through industrial monocrops to the negative ecological and public health consequences of crops dependent on chemical inputs and industrialized food systems more generally. Increasingly, historical analyses also highlight the expertise variously usurped, overlooked, abandoned, or suppressed in the pursuit of “modern” agricultural science. Experiment stations and “improved” plants were instruments of colonialism, means of controlling lands and lives of peoples typically labeled as “primitive” and “backward” by imperial authorities. In many cases, the assumptions of colonial improvers persisted in the international development programs that have sought since the mid-20th century to deliver “modern” science to farming communities in the Global South. Awareness of these issues has brought alternative domains of crop science such as agroecology to the fore in recent decades, as researchers reconcile the need for robust crop knowledge and know-how with the imperatives of addressing social and environmental injustice. Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food. Internet: (adapted)

Many studies reveal the contributions of plant breeding and agronomy to farm productivity and their role in reshaping global diets. However, historical accounts also implicate these sciences in the creation of new problems, from novel disease vulnerabilities propagated through industrial monocrops to the negative ecological and public health consequences of crops dependent on chemical inputs and industrialized food systems more generally. Increasingly, historical analyses also highlight the expertise variously usurped, overlooked, abandoned, or suppressed in the pursuit of “modern” agricultural science. Experiment stations and “improved” plants were instruments of colonialism, means of controlling lands and lives of peoples typically labeled as “primitive” and “backward” by imperial authorities. In many cases, the assumptions of colonial improvers persisted in the international development programs that have sought since the mid-20th century to deliver “modern” science to farming communities in the Global South. Awareness of these issues has brought alternative domains of crop science such as agroecology to the fore in recent decades, as researchers reconcile the need for robust crop knowledge and know-how with the imperatives of addressing social and environmental injustice. Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food. Internet: (adapted)

Many studies reveal the contributions of plant breeding and agronomy to farm productivity and their role in reshaping global diets. However, historical accounts also implicate these sciences in the creation of new problems, from novel disease vulnerabilities propagated through industrial monocrops to the negative ecological and public health consequences of crops dependent on chemical inputs and industrialized food systems more generally. Increasingly, historical analyses also highlight the expertise variously usurped, overlooked, abandoned, or suppressed in the pursuit of “modern” agricultural science. Experiment stations and “improved” plants were instruments of colonialism, means of controlling lands and lives of peoples typically labeled as “primitive” and “backward” by imperial authorities. In many cases, the assumptions of colonial improvers persisted in the international development programs that have sought since the mid-20th century to deliver “modern” science to farming communities in the Global South. Awareness of these issues has brought alternative domains of crop science such as agroecology to the fore in recent decades, as researchers reconcile the need for robust crop knowledge and know-how with the imperatives of addressing social and environmental injustice. Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food. Internet: (adapted)

In the 20 th century, we made tremendous advances in discovering fundamental principles in different scientific disciplines that created major breakthroughs in management and technology for agricultural systems, mostly by empirical means. However, as we enter the 21st century, agricultural research has more difficult and complex problems to solve. The environmental consciousness of the general public is requiring us to modify farm management to protect water, air, and soil quality, while staying economically profitable. At the same time, market-based global competition in agricultural products is challenging economic viability of the traditional agricultural systems, and requires the development of new and dynamic production systems. Fortunately, the new electronic technologies can provide us a vast amount of real-time information about crop conditions and near-term weather via remote sensing by satellites or ground-based instruments and the Internet, that can be utilized to develop a whole new level of management. However, we need the means to capture and make sense of this vast amount of site-specific data. Our customers, the agricultural producers, are asking for a quicker transfer of research results in an integrated usable form for site-specific management. Such a request can only be met with system models, because system models are indeed the integration and quantification of current knowledge based on fundamental principles and laws. Models enhance understanding of data taken under certain conditions and help extrapolate their applications to other conditions and locations. Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell (eds.) Agricultural system models in field research and technology transfer . Boca Raton, CRC Press LLC, 2002 (adapted).

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches. * “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.” (COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches. * “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.” (COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)

The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated. What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other. The key elements of CLIL lesson plans are: Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment? It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs. Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization. You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task. (https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)

The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated. What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other. The key elements of CLIL lesson plans are: Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment? It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs. Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization. You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task. (https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)