Identificação do Folhas Autora: Ivani Solange Pacci NRE: Dois ...

Autora: Ivani Solange Pacci
NRE: Dois Vizinhos
Colégio Estadual de Dois Vizinhos
Identificação do Folhas
Disciplina: Língua Inglesa ( ) Ensino Fundamental (X) Ensino Médio
Disciplina de relação interdisciplinar 1 : História
Disciplina de relação interdisciplinar 2 : Filosofia
Conteúdo estruturante : Discurso como prática social
Conteúdo específico: Leitura
ARE YOU FREE?
Task 1 – Think about this questions:
a. What’s freedom?
b. What’s the meaning of “freedom” for you?
www.photografos.com.br

Task 2 – Read the text below:
It’s becoming clearer to all of us that world we live in is falling deeper and
deeper into an economic and political crisis.
Latin America is a region of the world where one-half of the population still lives
is dire poverty. Central American human development statistics range from the mediocre
to the truly disastrous thanks to extreme social inequality. Economic grouth has been
painfully slow and badly distributed.
The U.S. government continues to wage its racist, imperialist, “war on terror” –
which has already killed hundreds of thousands in the forced colonizations of Iraq and
Afeganistan – and is stepping up its aggression towards Iran, Syria, North Korea,
Venezuela and Cuba.
The capitalist ruling classes in every country of the world are waging an intense,
one-sided attack on the already low living standards of working people and their
oppressed allies.
The Iraqi, Afghan and Palestinian people continue to resist imperialism by the
means available to them, and Haiti remains ravaged as imperialist soldiers occupy the
country.
A genocide continues in Sudan, tens of thousands of Black people remain
enslaved in Mauritania, and Ethiopia and Eritrea are on the verge of another war.
Revolucionaries continue to fight for the overthrow of the oppressive social
systems in the civil wars of Nepal, Colombia and the Philoppines.
Global warming, caused by the capitalism ruling classes complete disregard for
the natura environment in their constant drive for more and more profits – which has
wrecked and ravaged our planet, has lead the sea level and the earth’s surface
temperature to rise, and has caused the spread of disease, desertification, massive
reductions in the ozone layer, and the increased intensity and frequency of extreme
weather events.
The inability and unwillingness of the governments in the world to respond to
catastrophic natural disasters has laid bare the complete bankruptcy of the capitalist
system – a system based on increasing profits by any means necessary, so that an elite
minority can become richer and richer while the majority falls deeper into suffering.
The majority of the people of the world are extremely poor and uneducated, tens
of thousands starve to death every day, women are abused, oppressed and mistreated,
ethnic minorities are murdered and discriminated against, millions are imprisoned in

horrific conditions, and lesbians, and gay, bisexual, and transgender people are
persecuted. Supporters in many other countries all over the world – have united with their
fellow workers and oppressed people in their every struggle for a better life, and a much
better world. (wikipedia.org/wiki/Latin_América)
Task 3 – Now, talk with your friend and discuss if is possible to be free in this
world, after relate for the class your opinion.
We want EQUALITY – DIGNITY – SOLIDARITY – FREEDOM -…
Let’s to reflect about this words and we will use the book of George Orwell
“Animal Farm”. Did you read or listen to speak about this book? What do you Know?
Who was George Orwell?
Full name : Eric Arthur Blair. He was born in Motihari, Bengal in India in 1903.
Author and journalist, noted as a novelist, as a critical and as a political and cultural
commentador.
What’s“Animal Farm”?
Animal Farm is a novella by George Orwell, and is the most famous satirical
allegory of Soviet totalitarianism. Published in 1945, the book reflects events leading up to
and during the Stalin era.
Task 4 – In groups: Research about George Orwell’s biography and about the
book “ Animal Farm”. Later it presents for the classroom.
Task 5 - Talk with your friends about this question:What’s a revolution in your
opinion? It argues with the group.
Task 6 – Listen to the music by Jonh Lennon and Paul McCartney.
Revolution
You say you want a revolution
Well you know

we all want to change the world
You tell me that it's evolution
Well you know
We all want to change the world
But when you talk about destruction
Don't you know you can count me out
Don't you know it's gonna be alright
Alright Alright
You say you got a real solution
Well you know
we'd all love to see the plan
You ask me for a contribution
Well you know
We're doing what we can
But when you want money for people with minds that hate
All I can tell you is brother you have to wait
Don't you know it's gonna be alright
Alright Alright
You say you'll change the constitution
Well you know
we all want to change your head
You tell me it's the institution
Well you know
You better free your mind instead
But if you go carrying pictures of Chairman Mao
You ain't going to make it with anyone anyhow
Don't you know know it's gonna be alright
Alright Alright

Task 7 – Let’s watch the movie “Animal Farm”. Before some supplement
vocabulary. Relates the columns:
a. Coup d'etat ( ) kingdom or empire ruled by royalty (a king or queen).
b. Demagogue ( ) a person that rules absolutely and often brutally and oppressively.
c. Anarchy ( ) an absolute and often brutal ruler.
d. Tyrant ( ) a social order without government or law.
e. Suppression ( ) the theory that all government is unnecessary and undesirable.
f. Proletariat ( ) to rid a society of people regarded as undesirable or disloyal or to
eliminate political opposition.
g. Oppression ( ) unjust or cruel exercise of power or authority.
h. Anarchist ( ) to put down by authority or force.
i. Purge ( ) the working class or labor class.
j. Oppression ( ) the upper middle class.
k. Authoritarian ( ) to run a nation without any real responsibility to to the subjects of
that nation. The people of the nation are to follow the government
blindy.
l. Dictator ( ) a person who appeals to the emotions and prejudices of people to
advance their own political ends.
m. Monarchy ( )The sudden violent overthrow of a government by a small group.
Marx was a historical scientist. He looked at history form a research
perspective. We were not forced into any specific history, but instead, we became who we

are because of the specific, self interest driven choices of individuals. He set out the
progression of this experience in four stages:
Primitive -- people produced only what they needed to live. No exploitation or classes.
Slave -- Tools developed and people were able to create surplus. This made it possible
for a person to do enough work to create resources for two. Classes developed out of this
where a class of slaves worked to provide for masters. (Egypt, the Greeks, Rome).
Master, military, and slave class.
Feudal -- Nobles allowed farmers to use their land in exchange for goods. These serfs
were slaves for all practical purposes.
Capitalist -- The development of the industrial age, many people come to cities and
produce in factories for long hours. They receive small wages and in return provide an
excellent living for the few that own the means of production.
Task 8 - Write a two line poem for each of the four society definitions.
Task 9 - Draw a picture for each stage of Marxist historical class conflict.
Task 10 – After to watch the movie put the names of characters of movie and
Russian Revolution according list bellow determing who or what each one might represent
Historical
Animal Farm: Old Major, Mr. Jones, Animalism, Napoleon, Moses the Raven,
Snowball, Squealer, the Dogs, Overall details about Revolution, Benjamin, Boxer.
Russian Revolution: Czar Nicholas II, Dedicated, but tricked communist
supporters, Religion, Karl Marx, Joseph Stalin, Skeptical people in Russia and outside
Russia, Vain:selfish people in Russia and world, Communism, Overall details of Russian
Revolution, Leon Trotsky, KGB Secret Police.
Comparison of characters to Russian Revolution
Animal Farm Russian Revolution
• irresponsible to his animals (lets them
starve)
• a poor leader at best, compared to
western kings

• sometimes cruel - beats them with whip
sometimes kind - mixes milk in animal
mash
• taught Animalism
• workers do the work, rich keep the $,
animals revolt
• dies before revolution
• taught Animalism
• workers do the work, rich keep the $,
animals revolt
• dies before revolution
• taught Animalism
• workers do the work, rich keep the $,
animals revolt
• dies before revolution
• no owners, no rich, but no poor
• workers get a better life, all animals equal
• everyone owns the farm
• young, smart, good speaker, idealistic
• really wants to make life better for all
• one of leaders of revolution
• chased away into exile by Napoleon's
dogs
• cruel - sometimes brutal with opponents
Sometimes kind - hired students as spies to
make $
• invented Communism
• "workers of the world unite", take over
gov't
• dies before Russian Revolution
• invented Communism
• "workers of the world unite", take over
gov't
• dies before Russian Revolution
• invented Communism
• "workers of the world unite", take over
gov't
• dies before Russian Revolution
• same
• all people equal
• gov't owns everything, people own gov't
• other leader of "October Revolution"
• pure communist, followed Marx
• wanted to improve life for all in Russia
• chased away by Lenin's KGB (Lenin's
secret police)

• not a good speaker, not as clever like
Snowball
• cruel, brutal, selfish, devious, corrupt
• his ambition is for power, killed
opponents
• used dogs, moses, and Squealor to
control animals
• big mouth, talks a lot
• convinces animals to believe and follow
Napoleon
• Changes and manipulates the
commandments
• a private army that used fear to force
animals to work
• killed or intimidated any opponent of
Napoleon
• another part of Napoleon's strategy to
control animals
• tells animals about SugarCandy
mountain - Heaven
• animals can go there if they work hard
• Snowball and Major were against him
• they though Heaven was a lie to make
animals work
• Napoleon let him stay because he taught
animals to
• work and not complain
• not a good speaker, not educated like
Trotsky
• same as Napoleon, didn't follow Marx's
ideas
• cared for power, killed all that opposed
him
• used KGB, allowed church, and
propagandized
• worked for Stalin to support his image
• used any lie to convince the people to
follow Stalin
• benefited from the fact that education
was controlled
• not really police, but forced support for
Stalin
• used force, often killed entire families for
disobedience
• totally loyal, part of Lenin's power, even
over army
• Marx said "Opiate of the people" a lie
• used to make people not complain and
do their work
• Religion was tolerared because people
would work
• Stalin knew religion would stop violent
revolutions

• was vain - loved her beauty and self
• didn't think about the animal farm
• went with anyone who gave her what she
wanted
• strong, hard working horse, believes in
Animal Farm
• "Napoleon is always right", "I must work
harder"
• gives his all, is betrayed by Napoleon,
who sells him
• old, wise donkey who is suspicious of
revolution
• thinks "nothing ever changes", is right
• his suspicions are true, about Boxer and
sign changes
• it was supposed to make life better for all
• life was worse at the end
• The leaders became the same as, or
worse than,
• the other farmers (humans) they rebelled
against
• some people didn't care about revolution
• only though about themselves
• went to other countries that offered more
for them
• people believed Stalin because he was
"Communist"
• many stayed loyal after it was obvious
Stalin a tyrant
• betrayed by Stalin who ignored and killed
them
• weren't sure revolution would change
anything
• realized that a crazy leader can call
himself communist
• knew that communism wouldn't work with
power
• hungry leaders
• supposed to fix problems from Czar
• life was even worse long after revolution
• Stalin made Czar look like a nice guy
Task 11 - Orwell had many choices of how to tell this story. He could have, for
example, written a narrative about Joseph Stalin’s life or an historical account of the
Russian Revolution. Why, in your opinion, did he choose to tell it as an allegory?
Task 12 - Try to find articles about life in Soviet Russia between 1917 and 1953.

Task 13 – Answer: Do you Know that it relates the letter of this music? It
searches in the Internet.
Beasts of England, beasts of Ireland,
Beasts of every land and clime,
Hearken to my joyful tidings
Of the golden future time.
Soon or late the day is coming,
Tyrant Man shall be o'erthrown,
And the fruitful fields of England
Shall be trod by beasts alone.
Rings shall vanish from our noses,
And the harness from our back,
Bit and spur shall rust forever,
Cruel whips no more shall crack.
Riches more than mind can picture,
Wheat and barley, oats and hay,
Clover, beans, and mangel-wurzels
Shall be ours upon that day.
Bright will shine the fields of England,
Purer shall its waters be,
Sweeter yet shall blow its breezes
On the day that sets us free.
For that day we all must labour,
Though we die before it break;
Cows and horses, geese and turkeys,
All must toil for freedom's sake.
Beasts of England, beasts of Ireland,
Beasts of every land and clime,
Beasts of England

Hearken well and spread my tidings
Of the golden future time.
Another version, called "Beasts of the World", was written for the 1954 film
Animal Farm , and resembles the style of "The Internationale" more closely:
Beasts of the World we shall unite
Rise up and ready for the fight
soon or late the day will be
when man's defeated and we are free
I smell the victory
Our limbs be tired and worn
Our dreams shall not be broken
And our hearts shall not be torn.
http:/wikipedia.org/wiki/Beasts_of_England
Written by Snowball, the seven commandments were the principles of
Animalism.
The Seven Commandments
1. Whatever goes upon two legs is an enemy.
2. Whatever goes upon four legs, or has wings, is a friend.
3. No animal shall wear clothes.
4. No animal shall sleep in a bed.
5. No animal shall drink alcohol.
6. No animal shall kill any other animal.
7. All animals are equal
Later on, Napoleon and his pigs were corrupted by the absolute power.
Squealer secretly painted addition to some commandments. For example:
4. No animal shall sleep in a bed with sheets;
5. No animal shall drink alcohol to excess
6. No animal shall kill any other animal without cause.
7. All animals are equal, but some animals are more equal than others.

Task 14 – Write a text about the seven commandments of the animalism. What
do you think the respect? Do you believe that is possible to finish the corruption? How?
BIBLIOGRAFIA
Are we all equal ones?
Wikipedia.org.wiki/Animal_Farm
1. ORWELL, George. A revolução dos bichos: um conto de fadas;São
Paulo:Companhia das Letras, 2007.
2. WWW.photografos.com.br.
3. WWW.wikipedia.org/wiki/Latin_America/Beast_of_England/Animal_Farm.

Santina Martins Gomes
11.1 – PROBLEMA
Parecer dos validadores
O conteúdo é bastante pertinente ao ensino médio, destaca a liberdade como um valor
fundamental na vida do ser humano, levando a uma reflexão e análise histórica da vivência do
mesmo.
11.2 – DESENVOLVIMENTO DO TEXTO
Quanto ao desenvolvimento teórico é adequado e significativo, priorizou a interdisciplinaridade
resgatando o momento histórico e contextualizando a problemática vivenciada em todo o mundo,
que é a violência, a corrupção e a ânsia do ser humano viver em paz e conquistar a liberdade.
11.3 – PROPOSTA DE ATIVIDADES
Bastante feliz nas escolhas e distribuição das atividades, que acredito despertará o interesse dos
alunos e contribuirá significativamente no seu aprendizado.
11.4 – REFERÊNCIAS
Todas as referências presentes no texto estão devidamente registradas.
Alice Rech Frigotto
PROBLEMA
O problema levantado “Are you Free?”, é instigante para o aluno e o leva a compreender que os
significados são sociais e historicamente constituídos e, portanto sofrem transformações, na prática
social. Pelo formato das atividades e das conseqüentes reflexões, este trabalho está adequado aos
alunos do Ensino Médio. A problemática é apresentada a partir do texto inicial, desenvolvida na
referência à obra de Orwell e na atividade com as músicas e tem seu desfecho no encaminhamento
da produção escrita sobre o tema.

DESENVOLVIMENTO DO TEXTO
Os textos apresentados em diferentes gêneros (dissertação, letra de música, biografia, imagem...)
criam condições para que aluno seja um leitor crítico e reaja a essa variedade de textos e entenda
que por trás deles há um sujeito, uma história, uma ideologia e valores particulares da comunidade
em que está inserido, enfim proporciona condições para que ele assuma uma atitude crítica e
transformadora com relação ao tema proposto, que é a liberdade. A forma da abordagem do
conteúdo proposto, sua pertinência, o grau de complexidade e a linguagem do texto são adequados
ao aluno do Ensino Médio. Estão contempladas ainda neste trabalho as indicações espaço temporais
que possibilitem ao interlocutor compreender a construção histórica do conhecimento, a concepção
da palavra “free” até a sua contextualização histórica e social.
PROPOSTA DE ATIVIDADES
As propostas de atividades estão bem distribuídas ao longo do texto, propostas a partir do texto e
vinculados ao problema inicial e com a ampliação do conteúdo abordado. A finalidade da atividade
é explicitada ao aluno, no sentido de orientá-lo para uma produção e nesta tarefa escrita, foram
proporcionados elementos para que o aluno consiga expressar-se, tais como os discursos
lingüísticos e culturais, e possibilitando-lhe, assim ampliar o conhecimento sobre o conteúdo
abordado.
Cristiane Berns
Trabalhar com o tema liberdade é instigante, pois nos vemos muitas vezes com necessidade em tê-la
ou nunca nos achamos estar livres. O problema foi muito bem elaborado na medida que desperta e
indica uma curiosidade e/ou possibilidade de se ver livre ou pensar no que poderia não estar lhe
possibilitando esta liberdade. Mas é um problema que ao mesmo tempo parece complexo que,
adequado à figura se torna norteador do pensar em liberdade enquanto ação coletiva;
Texto muito bem elaborado, demonstrou ter muito cuidado em estruturar o conteúdo sem que o
educando desacreditasse no conceito de ser livre, apontando elementos fundamentais para uma
visão crítica da história e evolução das sociedades no raciocinar da liberdade;
A distribuição das atividades possibilitam este raciocinar do tema proposto adequando-se ao
problema central.
A obra sugerida para discussão “Revolução dos Bichos” traz de uma forma brilhante a possibilidade
dos limites dados às ações, que se, seguidos alguns percebem-se livres e, se contrariados
outros...assim fica implícito o poder que se exerce sobre uma sociedade que não raciocinar, refletir,
e compreender. Este raciocinar para a filosofia, que se faz tão fundamental para uma

contemporaneidade que já traz as regras, que não permite antes da ação uma reflexão( da forma
como se estruturam as funções, o poder, o trabalho), está presente neste folhas, possibilitando uma
viagem em busca de novos conceitos sobre e, não àqueles já prontos em que a mídia dissemina
interesses particulares e não coletivos.