Questão 67017 de Pedagogia - PERFIL 2025

Questão

ID 67017

Disciplina: Pedagogia

Assuntos: Ensino de Inglês, Metodologias e Abordagens de Ensino | Teaching Methods And Approaches

Ano: 2025 Banca: PERFIL - ENADE Órgão: Terceiro Simulado Pnd

An experienced English teacher, working in a resource-limited public school, feels constrained by the lack of technology and the quality of the official textbook. He has been reading about 'Dogme ELT,' a teaching approach that advocates for a pedagogy that is conversation-driven, materials-light, and focuses on the emergent language that arises from the learners' own lives and interactions in the classroom. He is attracted to the philosophy but also skeptical about its practical application in his context, with large classes and pressure to cover a syllabus. He finds a key text by the movement's proponents, which clarifies: 'Dogme is not an 'anything goes' approach. It is a principled pedagogy that puts the learner, not the textbook, at the center. It requires the teacher to be a highly skilled facilitator, adept at listening for 'teachable moments' and scaffolding the language that emerges from a genuine communicative need. It is not anti-materials or anti-grammar; it is anti-'pre-packaged' materials and anti-'pre-emptive' grammar teaching that is disconnected from the learners' immediate reality.' The teacher decides to try a 'Dogme' lesson. He comes to class with nothing but a whiteboard and starts by asking a simple, genuine question: 'What did you do this weekend that made you happy?'.

Which of the following teacher actions during the lesson best exemplifies the principles of the Dogme ELT method and approach?

Alternativa A:
After a student mentions going to a birthday party, the teacher immediately distributes a pre-prepared worksheet with a vocabulary list of 'party items' and grammar exercises on the simple past, abandoning the emergent conversation.
Alternativa B:
As the students' conversation unfolds, the teacher listens carefully. When a student struggles to express an idea (e.g., 'My grandmother... uhm... she make a cake for me'), the teacher doesn't just correct the error, but seizes the 'teachable moment'. He writes 'make -> made' on the board, briefly explains the past tense form, and then encourages the student to continue their story, using the conversation itself as the text and the grammar point as a resource for more effective communication.
Alternativa C:
The teacher lets the students talk for the entire 50 minutes in Portuguese, believing that any student talk, regardless of the language, is inherently communicative and fulfills the principles of Dogme.
Alternativa D:
The teacher feels the conversation is too chaotic and unstructured, so he stops it after five minutes and returns to the textbook, concluding that the Dogme approach is not practical for his large class.
Alternativa E:
The teacher writes down every single error the students make and then spends the last 20 minutes of the class correcting each one publicly, turning the focus from communication to a long list of decontextualized errors.

Estatísticas Cadernos

Questão 67017

Continue estudando na plataforma