Questões BNCC EF06LI26

Em uma rua comercial do bairro, há uma placa com “Pet Shop” e um cartaz de mercado com “Delivery Available”. Os comerciantes dizem que essas expressões chamam atenção e dão uma imagem atual aos serviços.

Avalie por que os comerciantes usam essas palavras em inglês e explique se essa escolha aproxima ou pode afastar parte do público brasileiro.

Durante a reforma de uma praça do bairro, os moradores decidiram instalar uma pequena estante comunitária, inspirada em um projeto criado nos Estados Unidos. Nela, qualquer pessoa pode retirar ou deixar um livro. Uma placa sugerida para o local traz a frase: "Take a book. Share a book." Alguns moradores gostaram da ideia, mas outros disseram que a placa deveria ter também uma versão em português e que a estante deveria valorizar autores brasileiros e histórias da comunidade.

Avalie a instalação dessa estante na praça, explicando um benefício da prática e uma adaptação necessária para que ela atenda melhor à comunidade.

“A borrowed idea can still tell our story,” said Marina as volunteers painted a small book box in the town square. They learned about Little Free Libraries, where people take a book and leave another one. Marina compared the project to a recipe: cooks can share it but use ingredients from their own place. In the neighborhood, children asked for comics, grandparents wanted large-print stories, and a Guarani family offered books in its language. The box already has an English sign: “Take a book, leave a book.” Some residents liked this international connection. Others asked how the activity could also make local languages and writers visible. The group must decide how to welcome readers without making local voices less important.

Consider the meeting described in the text. Identify the action that uses the book-box idea critically and respects local culture.

“Why do the shop windows say ‘Trick or Treat’?” asked Luana during a walk through her neighborhood. In October, her class noticed orange decorations, horror films, and parties called Halloween. At home, some students also prepared costumes based on Brazilian characters. For an exhibition, they read that Halloween has links to old Celtic celebrations in Ireland and to later traditions that became popular in the United States. A class survey showed that 18 of 25 students knew the U.S. version from films and social media, while only 4 knew about the Irish links. The group did not want to call Halloween either “foreign” or “Brazilian” only. They wanted a label that showed how a cultural product can travel, change, and be sold in new places.

Analyze the class’s evidence and select the exhibition label that best problematizes Halloween’s presence in Brazil.

“Why do the posters say ‘skate jam’?” Luana asked while volunteers prepared a weekend event at the neighborhood court. The English expression was used by skaters who learned about the sport through videos and magazines from the United States. Yet the event will include a local competition and music chosen by Brazilian skaters. Several families want to attend, but some do not understand the poster. Caio suggests removing every foreign word. Bia disagrees: “The name has a story.” The volunteers decide to add short explanations in Portuguese and invite an older local skater to talk about changes in the sport in Brazil. They still need to explain what the event represents.

Interpret the discussion and conclude which statement best evaluates the use of “skate jam” in this community.

“Why are we wearing green if we know little about Ireland?” asked Luana during the planning of the community center’s St. Patrick’s Day event. Some students wanted to use hats, clovers, and English songs they had seen online. Others noticed that these images could reduce Irish culture to a costume. The group learned that the celebration is connected to Irish history and that people in Brazil often adapt cultural events in new ways. They decided to keep the event but discuss what they should add so visitors could learn, not only take photos.

Analyze the students’ concern and identify the plan that turns the event into a more respectful cultural exchange.

“Why do we call it Black Friday if it happens here?” asked Luana during a meeting at the community center. Stores in her town had placed posters in Portuguese with the words “Black Friday” in large letters. The teacher explained that the event began as a shopping day in the United States after Thanksgiving. In Brazil, however, stores use the name during November, even without that holiday. Students interviewed residents: some thought the English expression made the sales sound more special, while others compared prices before buying. The group will create a poster to help families think about the event and make careful choices.

Analyze the situation and identify the most critical idea for the students’ poster.

The sound of skateboards fills the small square every Saturday. A free skate workshop has become popular in the neighborhood, but some beginners feel lost. On the board, the instructor writes: “push, ollie, grind, kickflip”.

One parent says: “My daughter likes skating, but she doesn’t understand the words.” Another teen answers: “These names are from the sport’s origin and people use them everywhere online.”

The coordinator listens and adds: “Skating came to Brazil with videos and athletes from English-speaking countries. Using the original names can connect us to that culture, but we also want everyone to learn and feel welcome.” The group must decide how to present the trick names in the next classes.

Consider the discussion in the text. Identify the choice that best helps the workshop value the sport’s English-speaking cultural origin while keeping learning accessible to everyone.