1. Matriz de objetos de avaliação do PAS 1ª Etapa:
http://www.cespe.unb.br/pas/arquivos%5CMat
riz%20de%20Objeto%20de%20Avalia%C3%A7%
C3%A3o%20do%20PAS%20Primeira%20Etapa.pdf

2. Grup work:
Groups of 3 or 4 students.

The Human Being
axles:
1.1 - NATURE AND CULTURE
1.2 - BODY AND PSYCHISM
Topics and skills to be developed by the students:
a) Distinguish between the concepts of nature and culture;
b) Understand the notion of culture as essential to the definition of human
c) Understand that, in humans, the biological characteristics of nature and
cultural data are deeply associated.

3. Answer the following questions:
1 - What distinguishes humans from other animals?
2 - What approaches humans from other animals?
3 - Is there a human nature? A human essence? In
humans, is it possible to distinguish what is
natural from what is cultural?
4 – Can human groups take advantage of natural
resources without thinking of its limits?
5 - Should laws be applied to all individuals equally,
without regard to the differences of the natural
environments in which they live? Or without
taking into account the cultural particularities in
which they were educated?
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4. Research animals with human behaviours.
Ex.: Birds that can speak and sing, gorilas that use
sign language, dolfins that comunicate to
humans...
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5. 
Some questions should be asked on this
subject: Is it the language that distinguishes
man? Or do animals have their own language?
To try to answer these questions will resort to
text BENVENISTE, Problems in General
Linguistics in. I, chapter titled ANIMAL
COMMUNICATION AND HUMAN
LANGUAGE.

6. 
In this text, Benveniste suggests that the
fundamental conditions of a proper linguistic
communication seem lacking in the animal
world and to justify himself, describes the code
that bees have to advertise the local food was
found, which was explained by Karl von Frisch
.

7. 
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CODE OF BEES ? After discovering the local food and catch your
nectar and pollen, a worker bee harvester back to the hive where it
is surrounded by other bees take pollen from their antennas or
nectar spewed by that . Then performs various kinds of dance
(which can be considered as the act of communication) are in this
case two types of dance : ? - Circular consists in plotting horizontal
circles from right to left, then left to right, successively ; ? - shaped
8 : accompanied by a constant vibration of the abdomen , more or
less mimics the figure of eight . ? After the dances , one or more
bees are directed to where the first bee had found food and
repeating back dance to other bees , and so on.
Later it was discovered that dancing 3 data informs about food : ?
THE EXISTENCE OF THE SOURCE OF FOOD : dance ; ?
DISTANCE : in circles announces that food should be looked at a
little distance , while dancing in eight means the food is farther ; ?
dIRECTION : the axis of the "eight " toward the sun announces the
direction .

8. Language:
Substitute
for
Experience!

9. 
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What to do
Prior to distributing the sheets, divide the class into three
groups and allocate one of the concepts to each group.
Have students brainstorm words and phrases associated
with their concept and record on butchers’ paper.
Ask a representative from each group to present their ideas
to the whole class.
Hand out the definitions sheet and work through the
definitions with the class.
Review each of the brainstorming sheets in terms of these
definitions.
Hand out the questions sheet and have students complete
them and compare with classmates.

10. 
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These concepts are complex and are often confused or
thought to mean the same thing – but they do not. Many
different definitions of these terms exist, and the following
are examples:
Culture
Culture is not about superficial group differences or just a
way to label a group of people.
It is an abstract concept.
It is diverse, dynamic and ever-changing.
It is the shared system of learned and shared values, beliefs
and rules of conduct that make people behave in a certain
way.
It is the standard for perceiving, believing, evaluating and
acting.
Not everyone knows everything about their own culture.

11. 
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Race
The term ‘race’ is not appropriate when applied to
national, religious, geographic, linguistic or ethnic
groups. Race does not relate to mental characteristics
such as intelligence, personality or character.
Race is a term applied to people purely because of the
way they look.
It is considered by many to be predominantly a social
construct.
It is difficult to say a person belongs to a specific race
because there are so many variations such as skin
colour.
All human groups belong to the same species
(Homosapiens).

12. 
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Ethnicity
Ethnicity is a sense of peoplehood, when people
feel close because of sharing a similarity. It is when
you share the same things, for example:
physical characteristics such as skin colour or
bloodline,
linguistic characteristics such as language or
dialect,
behavioural or cultural characteristics such as
religion or customs or
environmental characteristics such as living in the
same area or sharing the same place of origin.

13. 
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Culture, Race & Ethnicity questions
How does culture define who a person is?
What is your culture?
Is this the same as your ethnicity?
What is a common belief about race and how is it untrue?
Identify some stereotypes you know of about a particular group of
people.
List some of your values, beliefs and customs (3 of each).
What are some of the things from your culture that you are proud of?
What are some of the things about your culture that you don’t like?
How would you describe Brazilian culture?
What are some cultural issues in Brazill today?
The observable aspects of culture such as food, clothing, celebrations,
religion and language are only part of a person’s cultural heritage. These
things make up how you live and what makes you accepted in society.

14. 
Fill in the table below with information about
your own culture. Compare your information
with that of your classmates.