Page one hundred and twenty

NOLAN, B. How inequality is affecting nations’ economic growth. World Economic Forum, 7 ago. agosto2018. Disponível em: https://oeds.link/JGdSYr Acesso em: 18 juljulho. 2022.

NOVA, A. Retirement incomes will become more unequal, study finds. CNBC. Englewood Cliffs, Nova Jersey, 7 ago.agosto 2018. Disponível em: https://oeds.link/iNTMAH Acesso em: 22 abr.abril 2022.

MOORE, J. Inequality has fallen, says IFS, but levels of grinding poverty are unchanged. The Independent. Kensington, Londres, 19 jul.julho 2017. Disponível em: https://oeds.link/L3bvYginequality-has-fallen-says-ifs-but-levels-of-grinding-poverty-are-unchanged-a7848561.html. Acesso em: 22 abr. abril2022.

RISING economic inequality should worry us. Bangor Daily News. Bangor, Maine, EUA, 11 mar. março2018.

OMBOGO, G. Courts must fight poverty and inequality in society. The Saturday Standard. Nairóbi, Quênia, 19 ago.agosto 2018.

Page one hundred and twenty-one

INGRAHAM, C. How rising inequality hurts everyone, even the rich. The Washington Post. Washington D.C., EUAEstados Unidos da América, 6 fev.fevereiro 2018.

LARDIERI, A. Study: minorities labeled learning disabled because of social inequalities. U.S. News. Washington, D.C., EUAEstados Unidos da América, 21 ago.agosto 2018. Disponível em: https://oeds.link/7O3982 Acesso em: 22 abr.abril 2022.

LITTLER, J. Inequality is under attack – but what should equality really look like? The Guardian. Londres, 4 jan.janeiro 2018.

ABOOBAKER, A. Economic stagnation and inequality writ large in the school of monopoly capital. Business Day. Joanesburgo, 4 ago.agosto 2018.

WALLACE, T. Inequality falls as low earners’ wage growth outstrips the rich. The Telegraph. Londres, 26 jul.julho 2018.

Headlines about inequality around the world.

Page one hundred and twenty-two

TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Take a look at these graphs and do the following with a classmate.
   1. The global wealth pyramid 2017

DAVIES, J.; LLUBERAS, R.; SHORROCKS, A. Global Wealth Report 2017. Zurique: Credit Suisse Research Institute, 2017. p.página 21.

Did you know?

II. Index of health and social problems in relation to income inequality in rich countries

WILKINSON, R.; PICKETT, K. The Spirit Level: Why More Equal Societies Almost Always Do Better. Londres: Allen Lane, 2009.

1. Decidam se as frases são Ttí (true) ou Féf (false).
   1. O gráfico Ium mostra como se distribui a renda nos EUAEstados Unidos da América.
   2. O gráfico IIdois compara os níveis de saúde e de problemas sociais em diferentes países.
   3. O gráfico IIdois compara países que apresentam níveis semelhantes de desigualdade de renda.
   4. O gráfico Ium revela que há uma pequena diferença de renda entre o topo e a base da pirâmide.
   5. O gráfico Ium mostra que a riqueza está concentrada nas mãos de um pequeno grupo de milionários.

Page one hundred and twenty-three

2. De acordo com o gráfico IIdois, quais são os três países
   1. que revelam maior desigualdade de renda?
   2. que possuem o maior número de problemas sociais e de saúde?

3. O que as respostas à questão 1b revelam sobre a relação entre desigualdade, saúde e problemas sociais?

4. Na opinião de vocês, qual(is) recurso(s) e oportunidade(s) é/são distribuído(s) de formafórma desigual no Brasil? Comparem as suas respostas com as dos colegas.
   1. lazer
   2. comida
   3. moradia
   4. educação
   5. transporte público
   6. tratamento médico
   7. instalações esportivas
   8. oportunidades de emprego

e. Como vocês diriam em inglês os itens listados na questão 1d? Caso não saibam, consultem um dicionário ou peçam ajuda aos colegas ou ao professor.

2. Read the text and answer the question with a classmate: who are “the connected” and “the disconnected” in Brazil?

DATA_LABE. Broken Connection Part 1: When There Is No Internet Access. RioOnWatch: community report on Rio. Rio de Janeiro, 22 jan.janeiro 2018. Disponível em: https://oeds.link/Iu5VuO. Acesso em: 23 abr.abril 2022.

Did you know?

Page one hundred and twenty-four

3. Read the text again and discuss the following questions with a classmate.
   1. Onde moram os brasileiros “desconectados”?
   2. Na opinião de vocês, quais são as desvantagens de ser “desconectado” da internet para artistas como a MCêmi sí Martina?
   3. Quais são as consequências de ser “desconectado” da internet para pessoas comuns?

READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1 tesqui uon

Before readingbifór rídin

1. Take a look at the text in Read to learnríd tchu lârn. Which of these characteristics are present in the text?
   1. a headline 
   2. journalistic style 
   3. questions and answers
   4. an image illustrating the text

2. Read the headline in Read to learnríd tchu lârn and try to guess which of the following ideas will appear in the text.
   1. Inequality cannot be changed.
   2. Global inequality is increasing.
   3. The super-rich are losing wealth.
   4. The concentration of wealth is decreasing.

Read to learnríd tchu lârn

1. Read this news article with these objectives in mind:
   • to identify the theme of the text;
   • to analyze characteristics of news articles.

Page one hundred and twenty-five

RICHEST 1 percent will own more than the rest by 2016: Oxfam. Reuters. Londres, 19 jan.janeiro 2015. Disponível em: https://oeds.link/3aWGSn. Acesso em: 23 abr. abril2022.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the text.
   1. What is the event mentioned and where would it be held?
   2. What is the position occupied by Winnie Byanyima?
      1. editor of the article
      2. Oxfam's international executive director
      3. co-chair of the World Economic Forum meeting in Davos
   3. According to the text published in 2015, the proportion of global wealth owned by the richest 1% is
      1. 44%
      2. 48%
      3. more than 50%
      • in 2009
      • in 2014
      • in 2016(projection)
   4. What is the effect of rising inequality for the poor, according to Winnie Byanyima?
      1. The poor get less chances to fight inequality and greater chances to get a part of the economic growth.
      2. The poor are hurt twice: they get a smaller share of the economic pie and there is less pie to be shared around.

Page one hundred and twenty-six

2. Read the text again and do the following.
   1. Match the individuals and organizations from the box to the following descriptions.

1. A charity that fights poverty.
2. The reporter who wrote the article.
3. A meeting for the international elite.

2. What is meant by the expression “top tier” (2nd paragraph)?
   1. The poor.
   2. The richest 1%.
   3. 3.5 billion people.
   4. 50% percent of the entire population.

Task 2 tésqui tchu

Before readingbifór rídin

1. According to the following definition, do you think the word “stigma” has a positive or a negative meaning? Why?

STIGMA. In: COLLINS Cobuild New Student’s Dictionary. 2. ed. segunda ediçãoGlasgow: HarperCollins Publishers, 2002.

2. Read this hashtag and do the following with a classmate.

1. What could the word “stigma” refer to in a feature article about favelas?

2. In your opinion, what are the most common kinds of stigma that residents of favelas suffer?

3. Where could the #rréchitégui (cerquilha, sustenido)StopFavelaStigma campaign be promoted?

d. Taking the headline of the text in Read to learnríd tchu lârn into consideration, think of what kind of people and organizations might be mentioned in the feature article.

Read to learnríd tchu lârn

1. The feature article that you are going to read is divided into two parts. Read the first one with these objectives in mind:
   • to identify contrasts between negative and positive representations of favelas;
   • to analyze characteristics of feature articles.

Page one hundred and twenty-seven

CLARKE, Felicity. Favela NGOs rewrite social identities and combat stigma, affirms new LSE study. RioOnWatch: Community report on Rio. Rio de Janeiro, 17 set. setembro2012. Disponível em: https://oeds.link/y55bGd. Acesso em: 23 abr.abril 2022.

Did you know?

Page one hundred and twenty-eight

Constructing meaningsconstrãquitchion minins

1. The first sentence of the text states that NGOs (nongovernmental organizations) in favelas
   1. replace the police.
   2. publish data on inequalities.
   3. challenge common stereotypes.
   4. work with culture, art and sports.
   5. keep young people away from crime.
   6. show that drugs, violence and crime do not dominate favela culture.

2. Answer the following questions about the text.
   1. A source is a document, person or organization that provides information. What is the main source of the information presented in this feature article?
   2. Who is Sandra Jovchelovitch?

3. Match the words from the feature article to their definitions.
   1. hardship
   2. marginalization
   3. marginalized communities
   4. suffering
      1. The experience of pain.
      2. Difficult living conditions.
      3. Groups excluded from society at large.
      4. Treatment of a person, group or concept as insignificant or unimportant.

4. Answer the following questions according to the text.
   1. What do favela residents fear?
   2. Why do favela residents feel safer in their own communities than in the city?

Task 3 tésk thri

Before readingbifór rídin

1. What kind of information do you expect to find in the second part of the feature article?
   1. Personal experiences.
   2. Historical background.
   3. Advice on how to play the drums.
   4. News from other parts of the city.
   5. Instructions on how to get to a favela.
   6. In-depth information about organizations in favelas.

Page one hundred and twenty-nine

Read to learnríd tchu lârn

1. Now read the second part of the feature article that you started to read in Task 2tésqui tchu (Readingrídin) with these objectives in mind:
   • to identify the roles played by NGOs in favelas;
   • to analyze characteristics of feature articles.

CLARKE, F. Favela NGOs rewrite social identities and combat stigma, affirms new LSE study. RioOnWatch: Community report on Rio. Rio de Janeiro, 17 set.setembro 2012. Disponível em: https://oeds.link/y55bGd. Acesso em: 23 abr.abril 2022.

Page one hundred and thirty

Constructing meaningsconstrãquitchion minins

1. Match each question to the correct answer.
   1. How do the organizations help favela residents?
   2. How can MV Bill change perceptions in society?
   3. Who participated in the launch of the research study?
   4. Why it was important to have a mixed audience to hear the experiences of AfroReggae and CUFA workers?
      1. He speaks of his experiences and the route to positive self-fulfillment offered by the organizations and their activities.
      2. They provide opportunities, encourage social transformation through culture, mediate conflicts and communicate to wider society.
      3. Because they want to change perceptions and fight marginalization in society and, in order to do that, they need their stories to be heard by a wide audience.
      4. Members of AfroReggae and CUFA, academics from different disciplines, police officials, security specialists, favela residents, intellectuals, NGO workers and others.

2. Answer the following questions.
   1. Why do you think the speakers at the event believe things are going to get better?
   2. Where do you think the image in the text was taken? Who are the people depicted? What kind of music do you think they are playing?

3. Which of the following extracts taken from the feature article focus on personal stories?
   1. “Both AfroReggae and CUFA promote social inclusion […].” (5th paragraph)
   2. “They were founded in the 1990s, at the height of violence in Rio’s favelas […].” (5th paragraph)
   3. “Members […] frequently speak of their experiences and the route to positive self-fulfillment […].” (5th paragraph)
   4. “[…] all inspired with individual stories of resistance and hope […].” (6th paragraph)

4. Why does this feature article use personal stories rather than statistics to illustrate the work of NGOs in favelas?

5. Identify characteristics of feature articles according to the text you have read.
   1. The overall length is
      1. brief.
      2. extensive.
   2. The paragraphs are
      1. long.
      2. shortchórt.

Page one hundred and thirty-one

3. There is/are
   1. multiple sources.
   2. one main source.

4. The text contains
   1. background information.
   2. one central piece of information.

Think a little morethink a lítol mór

1. Answer the following questions with a classmate.
   1. Em que países vocês acham que a desigualdade social é mais acentuada? Por quê?
   2. Como a discriminação está associada à desigualdade social?
   3. Quais ações vocês consideram válidas para combater a desigualdade social? Justifiquem sua resposta.
   4. Vocês conhecem organizações que promovam atividades sociais em sua região? Quais? Vocês consideram essas atividades importantes? Por quê?

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listeningbifór listenin

1. Match the following keywords to their definitions.
   1. community solution
   2. favela culture
   3. participation
      1. Answers given by people from inside the community.
      2. Involvement in community groups and cultural activities.
      3. Artistic expressions such as music, dance and art in favelas.

2. In an oral description of places, which of the following expressions do you expect to hear?
   1. They have…
   2. I disagree with you…
   3. They are known for…
   4. There are places where…
   5. I think that you are right…

3. You are going to listen to an interview about culture in Rio de Janeiro’s favelas. Which of the following words and expressions do you expect to hear? Discuss with a classmate.
   1. grassroots organizations
   2. intense social life
   3. mainstreammêinstrim
   4. paintingpêintin
   5. politicians
   6. violence

Page one hundred and thirty-two

Listen to learnlíssen tchu lârn

1. Listen to the interview with these objectives in mind:
   • to identify how the speaker constructs a positive image of the favela culture;
   • to analyze characteristics of interviews.

CLARKE, F. Favela NGOs rewrite social identities and combat stigma, affirms new LSE study. RioOnWatch: Community report on Rio. Rio de Janeiro, 17 set.setembro 2012. Disponível em: https://oeds.link/y55bGd. Acesso em: 23 abr.abril 2022.

Did you know?

Constructing meaningsconstrãquitchion minins

1. Listen to the interview carefully and identify the positive and the negative characteristics connected to favelas.
   1. positive characteristics
      1. trustTrâst
      2. culturecûltiur
      4. rich life
      5. comfort
      6. conviviality
      7. intense sociability/social life
   2. negative characteristics
      1. conflict
      2. poverty
      3. exclusion
      4. violence
      5. drug trade
      6. lack of social services

2. Listen to the interview again and answer the questions.
   1. What result have new initiatives been producing in favelas?
      1. cultural activities
      2. social development
      3. communitary initiative
   2. How does the interviewee know about the living conditions in favelas?
      1. She has studied two grassroots organizations that work in the favelas.
      2. She was born and raised in a favela.
   3. What are the names of the organizations studied?
   4. The interviewee says that the organizations are hybrid because they are a mixture of
      1. NGOs
      2. samba schools
      3. cultural groups
      4. religious groups
      5. social movements
      6. governmental organizations
   5. The interviewee says that both organizations “connect to all kinds of cultural groups in the city”. What kind of cultural groups do you think she refers to?
   6. What does Sandra Jovchelovitch say about where bands from CUFA and AfroReggae perform?

Page one hundred and thirty-three

Think a little morethink a lítol mór

1. Discuss the following questions with a classmate.
   1. O texto discute respostas positivas à desigualdade idealizadas dentro das favelas, mas o que as pessoas que vivem forafóra das favelas podem fazer?
   2. Quais problemas podem surgir quando pessoas de forafóra das favelas propõem intervenções nessas comunidades?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read the news article “Richest 1 percent will own more than the rest by 2016: Oxfam” (p.página 124-125) again and do the following.
   1. Find in the text two examples of
      1. literal reproduction of what a person said.
      2. reporting what a person said, using other words.
   2. Complete the sentences with the appropriate alternative.
      1. Literal reproduction of a person’s words is called ◆espaço para resposta speech (direct / indirect).
      2. Reporting what was said using other words is called ◆espaço para resposta speech (direct /indirect). (direct / indirect).

2. In the following extracts, taken from the text in Tasks 2 and 3 (Readingrídin), identify which ones are examples of direct speech and indirect speech.
   1. “The research identifies various facets of favela life: life stories marked by hardship, suffering and hard work […].” (p.página 127)
   2. “According to Underground Sociabilities, NGOs provide models of resistance […].” (p. 127)
   3. “Asés […] Gareth Jones said in the Urban Borders, Mediations and New Social Actors section of the seminar, these communities ‘are not just rejecting the social identity given […]’.” (p. página129)

3. Read the excerpts of the feature article and the interview taken from RioOnWatch and match the connectors in boldbôudi to what they express.

1. Addition.
2. Contrastcóntrést.
   1. “[…] althoughálthou residents live in fear of the drug gangs and police, they feel safer in their own communities than in the city […]” (p.página 127)
   2. “Both AfroReggae áfrorégueiandênd CUFA promote social inclusion through a variety of cultural and social activities.” (p.página 129)
   3. “Whilehuáiol recognizing the problems and challenges faced by Rio’s favela residents, the seminar’s speakers reflected an overall sentiment of hope […]” (p.página 129)
   4. “[…] these communities ‘are not just rejecting the social identity given, butbãt moving towards the social identity they want’.” (p.página 129)

Page one hundred and thirty-four

e. “They are not people who come from the outside with a proposal to intervene in the favelas, butbãt they were produced by the favelas […]” (p.página 132)

4. Complete the excerpts of feature articles and interviews below with the words from the box.

1. “The World Social Forum 2016 in Montreal will bring together tens of thousands of people (Ium) ◆espaço para resposta hundreds of groups (IIdois) ◆espaço para resposta movements from around the world […]”

b. “Each forum is unique, Mac Lorin said, (Ium) ◆espaço para resposta the goals remain the same: to address the political, economic, social (IIdois) ◆espaço para resposta environmental crises threatening the planet right now.

SEIDMAN, Karen. Montreal is first venue in Northern Hemisphere to host World Social Forum. Montreal Gazette. Montreal, 10 ago.agosto 2016.

3. “Very few government services are provided for people generally – (Ium) ◆espaço para resposta healthrélth, (IIdois) ◆espaço para resposta access to the internet […]”

d. “[…] a large number of people are working, ◆espaço para resposta in fact that doesn’t bring them enough income to survive […]”.

JARVIE, Jenny. Q&A: U.N.’s poverty and human rights special rapporteur finds U.S. policies reward wealthy, punish poor. Los Angeles Times. Los Angeles, 2 jun.junho 2018.

WRITINGráitin

Faça no caderno as questões de resposta escrita.

Hit the road rit de rroudi

With your classmates, you are going to write a feature article about the World Social Forum, an event set up to fight inequality. Provide information about the World Social Forum, including its history and background, and try to add some human interest (personal stories). Remember you have already seen an example of a feature article in Tasks 2 and 3 (Reading).

1. Before preparing your feature article, pay close attention to the following chart.

Page one hundred and thirty-five

Toolboxtúlbóks

1. Follow these steps. They will help you prepare your feature article.
   1. Busquem informações sobre o Fórum Social Mundial. Essas informações devem incluir detalhes sobre quem são seus participantes, quando foi fundado, quais são seus objetivos e onde seus encontros são realizados. Pesquisem e procurem informações de diferentes fontes.
   2. Selecionem informações fornecidas por organizações ou indivíduos que tenham participado do Fórum Social Mundial e as organizem em frases usando tanto o direct speechdairéct spítch (reproduzindo os discursos entre aspas) como o indirect speechindairéct spítch (parafraseando os discursos).
   3. Definam de que parte da reportagem cada grupo vai ficar encarregado. Levem os seguintes itens em consideração:
      1. Grupo 1: Escrevam uma manchete que mencione os objetivos ou as realizações do Fórum Social Mundial. Escolham também uma imagem que o represente.
      2. Grupo 2: No primeiro parágrafo, organizem informações sobre o que é o Fórum Social Mundial e quais são suas atividades.
      3. Grupo 3: No segundo parágrafo, forneçam informações sobre quando e por que o Fórum Social Mundial foi criado. Incluam citações de pessoas ou organizações envolvidas em sua criação.
      4. Grupo 4: No terceiro parágrafo, descrevam com mais detalhes o que acontece no Fórum Social Mundial, onde ele já ocorreu e quando e onde será realizado o próximo. Usem citações de pessoas ou organizações envolvidas nesse evento a fim de acrescentar algum interesse humano.
      5. Grupo 5: No quarto parágrafo, concluam o texto apresentando uma síntese das informações.
   4. Quando todas as partes do texto estiverem terminadas, finalizem a reportagem com os nomes de seus responsáveis (bylinebailáin).

Step back istép béqui

1. Check if your feature article has the following characteristics:
   • uma manchete com algo interessante sobre o Fórum Social Mundial;
   • informações sobre quando e onde o Fórum Social Mundial foi fundado;
   • citações (direct speechdairéct spítch ou indirect speechindairéct spítch) de indivíduos e de organizações envolvidas no Fórum Social Mundial;
   • quatro parágrafos com as informações próprias de cada um;
   • coesão entre os parágrafos;
   • vocabulário apropriado e adequação da linguagem;
   • os nomes dos autores no final da reportagem (bylinebailáin).

2. Now write the final version of your feature article and share it in the school newspaper or on a school board.

Page one hundred and thirty-six

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (120-121) and answer the following questions with a classmate.
   1. What can you say about the headlines, considering what you discussed in this unit?
   2. What is the global trend toward inequalities?
   3. How does inequality affect health and education?
   4. What do you think education can and cannot do for economic inequality?
   5. In your opinion, what human rights problems are created by inequality?

THINK IT OVERthinkirôver

Faça no caderno as questões de resposta escrita.

1. Think about everything you studied in this unit and consider the following questions. Give examples and explain your answers.
   1. Achei esta unidade interessante?

b. Refleti sobre desigualdade?

c. Consegui ler as notícias e reportagens?

d. Consegui escrever uma reportagem?

e. A unidade me deu ideias para combater a desigualdade?

EYES ON GRAMMARáison grémer

Read the examples extracted from this unit’s texts, as well as the highlighted words and expressions. Pay close attention to the notes that follow them.

Example 1 egzâmpol uan

(p.página 123)

Page one hundred and thirty-seven

(p. 127)

(p. página129)

(p.página 132; Interview – Parts Ium and IIItrês)

• Alguns conectores podem ter sentidos diferentes em outros enunciados.
• Whilehuáiol e whilstuáielst possuem o mesmo sentido quando usados como conectores; whilehuáiol é mais usado do que whilstuáielst.

Example 2 egzâmpol tchu

(p. 124-125)

(p. 129)

• Existem dois tipos de aspas: simples (‘ ’) e duplas (“ ”). Para indicar uma citação (discurso direto), usamos aspas duplas. Para indicar uma citação dentro de outra, usamos aspas simples.