PROVA ESCRITA DE INGLÊS PRIMEIRA PARTE QUESTÕES …dhui.cp2.g12.br/dhui_arquivos/ano_2016/.../PROVA_ESCRITA_DE_INGLES... · PROVA ESCRITA 3 COLÉGIO PEDRO II Concurso Público de

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COLÉGIO PEDRO II Concurso Público de Provas e Títulos para preenchimento de cargos vagos da Carreira de Magistério do Ensino Básico, Técnico e Tecnológico – Edital nº 37/2016 PROVA ESCRITA - INGLÊS

PROVA ESCRITA DE INGLÊS

PRIMEIRA PARTE – QUESTÕES OBJETIVAS (100 pontos)

TEXT 1 - PHILOSOPHICAL INVESTMENT

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Any serious attempt by the TESOL profession to meet the challenges of globalization and

empire has to begin with the philosophical underpinnings of its mission and goals. One of its

chief goals is to help its members ‘foster effective communication in diverse settings while

respecting individuals’ language rights’ (cited in the front pages of TESOL Quarterly).

Fostering effective communication in diverse settings is more than a matter of respecting

individuals’ language rights. As Hardt and Negri (2000) point out in the context of Empire1:

If communication has increasingly become the fabric of production, and if

linguistic cooperation has increasingly become the structure of productive

corporeality, then the control over linguistic sense and meaning and the

networks of communication becomes an ever more central issue for political

struggle. (404)

We need to recognize that in a globalized and globalizing world, language rights cannot

be separated from social, political and cultural rights.

Connecting the linguistic with the social, political and cultural is what seems to be the

intention of one of the TESOL caucuses, TESOLers for Social Responsibility. Its goal,

according to its website (www2.tesol.org/mbr/caucuses/tsr/htm), is to integrate language

teaching with social responsibility, world citizenship, and an awareness of global issues, such

as peace, human rights, and the environment. It is, however, interesting to note that the word

‘political’ does not appear even once in the caucus’s brief statement of purpose or in its

lengthy statement about teaching, research, networking, advocacy and professional

development. I wonder how the caucus can even begin to address its stated goals without

considering the politics of globalization, empire and English.

If we consider the politics of globalization, empire and English seriously, then we

understand its close connection to the politics of identity. Recognizing the importance of

individual identity in the era of globalization, the United Nations has chosen ‘cultural liberty in

today’s diverse world’ as the thematic focus for its latest Human Development Report (UNDP,

2004). According to the report

Cultural liberty is a vital part of human development because being able to

choose one’s identity – who one is – without losing the respect of others or

being excluded from other choices is important in leading a full life.

(…)

There are those who believe, not without justification, that the economic, social and

political returns are stacked in favor of English and against their mother tongue, both at

international (Phillipson, 2003) and, in certain cases, at intranational (Ramanathan, 2004)

1 “Michael Hardt and Antonio Negri (2000) argue that imperialism is a thing of the past and has been replaced by

'Empire'. They believe that the contemporary world has moved beyond the imperialism of a single, powerful nation, and

that the present-day Empire does not have an identifiable location or center. In order to differenciate their view of

empire from the traditional view, they use the word Empire, with a capital E" (Kumaravadivelu, 2006: 8).

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levels. Some others also see English as a Trojan Horse, a hidden threat to one’s cultural

liberty. In such an atmosphere, the TESOL profession ought to show its sensitivity and

sincerity by making a good faith attempt to create, as the UN report suggests, ‘an environment

in which multiple identities flourish’ (42).

One of the avenues open for the TESOL profession to create an environment in which

multiple identities flourish is to move away from the prevailing notion of English as a cultural

carrier to English as a communicational tool. (…) Cultural critics such as Frederic Jameson

(1998: 59) are never tired of pointing out that ‘for most people in the world English itself is not

exactly a culture language: it is the lingua franca of money and power, which you have to

learn to use for practical but scarcely for aesthetic purposes’. Common people who speak

English as an additional language use it to meet their individual and institutional needs, and,

for most part, keep it separate from their cultural beliefs and practices (Krishnaswamy and

Burde, 1998). For them, English is a language of communicational necessity, not of cultural

identity.

While the world at large seems to be treating English as a vehicle for global

communication, a sizeable segment of the TESOL profession continues to be informed by an

anachronistic anthropological belief in the inextricability of the language–culture connection.

TESOL textbooks continue to use the English language as a cultural carrier. There are

instances where academic papers presented at professional conferences propagate an

ethnocentric view of culture learning and culture teaching (Kumaravadivelu, 2002). Even

textbooks on intercultural communication, with very few exceptions, still treat Western cultural

practices as the communicational norm for intercultural communication across the globe. As

Cameron (2002) correctly points out, we

know of no case in which the communicative norms of a non-Western, or

indeed non-Anglophone society have been exported by expert consultants.

Finns do not run workshops for British businesses on the virtues of talking

less; Japanese are not invited to instruct Americans in speaking indirectly.

(70)

Clearly, the TESOL profession cannot remain oblivious to the fact that globalization has

resulted in greater contacts between people of different cultures, leading to a better

awareness of each other’s values and visions, and to a firmer resolve to preserve and protect

one’s cultural liberty. Besides, the profession can only gain by recognizing, and by seriously

acting on the recognition, that

what the current stage of globalization is enacting is (unconsciously) the

uncoupling of the ‘natural’ link between languages and nations. Thus, it is

creating the condition for and enacting the relocation of languages and the

fracture of cultures. (Mignolo, 1998: 42)

What such relocation entails is that language teachers cannot afford to ignore the global

reality that influences identity formation in the classroom, nor can they afford to separate the

linguistic needs of learners from their sociocultural needs. Consequently, ‘language teachers

cannot hope to fully satisfy their pedagogic obligations without at the same time satisfying

their social obligations’ (Kumaravadivelu, 2001: 544).

(KUMARAVADIVELU, B. (2006) Dangerous Liaison: Globalization, Empire and TESOL. In: In: EDGE, J. (ed.) Relocating

TESOL in an age of empire. Londres: Palgrave Macmillan. pp. 1- 26)

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QUESTION 1

The author contests TESOL Quarterly in relation to one of its main goals.

Such questioning is based on the following assumption:

a) whenever all individuals’ language opportunities are secured, communication takes place

effectively.

b) language rights are only part of what must be secured for interaction to occur in diverse

contexts.

c) linguistic cooperation in the current scenario is not possible due to political struggles related

to globalization and empire.

d) only when philosophical underpinnings about language are made explicit shall language

teachers recognize the effects of globalization in their work.

QUESTION 2

“The TESOLers for social responsibility” is mentioned in the text because the author

a) develops a critique of teaching goals which claim to integrate politics and globalization but

avoid tackling political issues.

b) agrees with its exemplary goal of integrating teaching with social issues, despite its option

for not using the word “political” in its text.

c) promotes its website and invites readers to ask for membership as teachers of English so

that they will be able to tackle both linguistic and political issues.

d) believes that the focus on the relations between teaching and politics is to be taken as a

framework for TESOL whether it includes the term “politics” or not.

QUESTION 3

By resorting to the metaphor of the Trojan Horse, the author evokes the idea that, to some

people, the contact with the English language

a) parallels foreign and local cultural inheritances.

b) promotes language as a means of communication.

c) jeopardizes the culture and traditions of a certain group.

d) ensures the preservation of the singularities of a community.

QUESTION 4

When discussing TESOL textbooks, the author states that they tend to

a) display different cultural identities from various regions.

b) present diverse intercultural communicational practices.

c) scrutinize the belief that discourse and traditions are related.

d) align with the view that language and culture are intertwined.

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QUESTION 5

By reading the excerpt “Finns do not run workshops for British businesses on the virtues of

talking less; Japanese are not invited to instruct Americans in speaking indirectly.” (lines 60 to 61),

one may infer that

a) Finns are very gabby.

b) British should be more talkative.

c) Japanese are not straightforward.

d) Americans often beat around the bush.

QUESTION 6

The author quotes different authors in the text to achieve specific purposes.

In this sense, he cites Cameron so as to

a) uphold his disagreement with the propagation of Western values in TESOL textbooks.

b) substantiate his point of view that English represents a vehicle for global communication.

c) acknowledge the anthropological belief that language professionals should disseminate

culture.

d) illustrate situations in which Western manners are obliterated by the imposition of Eastern

customs.

QUESTION 7

Regarding the passage

“It is, however, interesting to note that the word ‘political’ does not appear even once in the

caucus’s brief statement of purpose or in its lengthy statement about teaching, research,

networking, advocacy and professional development. I wonder how the caucus can even

begin to address its stated goals without considering the politics of globalization, empire and

English.” (lines 18 to 22),

mark the alternative in which the selected words reveal the author’s criticism of the contradiction

between the absence of the word “political” and the document’s stated goals.

a) once (line 19), caucus (line 19), address (line 21).

b) lengthy (line 20), wonder (line 21), even (line 21).

c) statement (line 20), research (line 20), goals (line 21).

d) interesting (line 18), purpose (line 19), development (line 21).

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QUESTION 8

The underlined pronoun in the fragment “[…] for most people in the world English itself is not

exactly a culture language […]” (lines 42 to 43) is used for the same reason as in

a) Teachers feel as if they are by themselves when trying to find a textbook in which their

students are represented.

b) Teachers who are themselves politically aware could not align with the view of the

inextricability between language and culture.

c) Teachers who are aware of the relations between globalization and language sometimes

force themselves to work with predetermined textbooks.

d) Teachers participating in “The TESOLers for social responsibility” ignored the word

“political” when they wrote guidelines and objectives for themselves.

QUESTION 9

Considering the following fragments,

“One of its chief goals is to help its members ‘foster effective communication in diverse

settings while respecting individuals’ language rights.” (lines 2 to 4)

“Thus, it is creating the condition for and enacting the relocation of languages and the

fracture of cultures.” (lines 69 to 71)

it is correct to say that the ideas conveyed by the underlined discourse markers are, respectively,

a) time / cause.

b) contrast / cause.

c) time / consequence.

d) contrast / consequence.

QUESTION 10

In the sentence, “In such an atmosphere, the TESOL profession ought to show its sensitivity

and sincerity by making a good faith attempt to create, as the UN report suggests, ‘an environment

in which multiple identities flourish’.” (lines 36 to 38), the use of ‘ought to’ introduces

a) an obligation for TESOLers.

b) a possibility for language lessons.

c) a prohibition for classroom procedures.

d) a recommendation for language professionals.

QUESTION 11

The underlined fragment in “There are instances where academic papers presented at

professional conferences propagate an ethnocentric view of culture learning and culture teaching”

(lines 52 to 54) constitutes an example of

a) finite nonrestrictive clause.

b) non-finite restrictive relative clause.

c) finite clause functioning as verb complement.

d) non-finite clause functioning as adjective complement.

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QUESTION 12

“One of its chief goals is to help its members ‘foster effective communication in diverse

settings while respecting individuals’ language rights’.”

(lines 2 to 4)

The elements operating the modification of the noun phrase underlined in the previous excerpt

are correctly classified as

a) noun as premodifier and relative clause as postmodifier.

b) adjective as premodifier and nonfinite clause as postmodifier.

c) noun as premodifier and prepositional phrase as postmodifier.

d) adjective as premodifier and prepositional phrase as postmodifier.

QUESTION 13

Considering the following words taken from the text, indicate the alternative in which both of

them undergo the same word formation process.

a) sizeable (line 50) – textbooks (line 52).

b) networks (line 10)– citizenship (line 17).

c) awareness (line 17) – advocacy (line 20).

d) workshops (line 60) – intranational (line 34).

QUESTION 14

Choose the option which respectively presents synonyms for the words underlined in the following

passages:

“If communication has increasingly become the fabric of production […]” (line 7)

“I wonder how the caucus can even begin to address its stated goals […]” (line 21)

“[…] a sizable segment of the TESOL profession continues to be informed by an

anachronistic anthropological belief in the inextricability of the language–culture

connection.” (lines 50 to 51)

a) factory – gathering – complexity.

b) architecture – session – probability.

c) configuration – professionals – tangling.

d) framework – convention – indissociability.

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QUESTION 15

Identify the alternative that best paraphrases the following passage:

“[…] language teachers cannot afford to ignore the global reality that influences identity

formation in the classroom, nor can they afford to separate the linguistic needs of learners

from their sociocultural needs. Consequently, ‘language teachers cannot hope to fully

satisfy their pedagogic obligations without at the same time satisfying their social

obligations’ (Kumaravadivelu, 2001: 544).” (lines 72 to 76)

a) If language teachers cannot hope to fully satisfy their pedagogic obligations without at the

same time satisfying their social obligations, they cannot afford to ignore the global reality that

influences identity formation in the classroom, nor can they afford to separate the linguistic

needs of learners from their sociocultural needs.

b) Since language teachers cannot hope to fully satisfy their pedagogic obligations without at

the same time satisfying their social obligations, they cannot afford to ignore the global reality

that influences identity formation in the classroom, nor can they afford to separate the linguistic

needs of learners from their sociocultural needs.

c) Language teachers cannot afford to ignore the global reality that influences identity


from their sociocultural needs. Hence, language teachers cannot hope to fully satisfy their

pedagogic obligations without at the same time satisfying their social obligations.

d) Language teachers cannot afford to ignore the global reality that influences identity


from their sociocultural needs. Moreover, language teachers cannot hope to fully satisfy their

pedagogic obligations without at the same time satisfying their social obligations.

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QUESTION 16

Choose the alternative in which the underlined pronoun fulfills the same function as “one” in

the sentence below:

“Cultural liberty is a vital part of human development because being able to choose one’s

identity – who one is – without losing the respect of others or being excluded from other

choices is important in leading a full life.” (lines 28 to 30)

a) “[…] nor can they afford to separate the linguistic needs of learners from their sociocultural

needs.” (lines 73 to 74)

b) “There are those who believe, not without justification, that the economic, social and political

returns are stacked in favor of English and against their mother tongue.” (lines 32 to 33)

c) “[…] it is the lingua franca of money and power, which you have to learn to use for practical

but scarcely for aesthetic purposes” (lines 43 to 44)

d) “For them, English is a language of communicational necessity, not of cultural identity.”

(lines 47 to 48)

QUESTION 17

In the excerpts that follow, the alternative in which the underlined pronoun was used for

cataphoric reference is:

a) “[…] is what seems to be the intention […]” (lines 14 to 15)

b) “One of its chief goals is to help its members […]” (lines 2 to 3)

c) “[…] an environment in which multiple identities flourish.” (lines 37 to 38)

d) “[…] what the current stage of globalization is enacting is [...]” (line 68)

TEXT 2 - FREIREAN APPROACHES

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A major figure for most critical pedagogues is one whose thinking and educational practice

arose among oppressed people in the South: the Brazilian educator Paulo Freire. Sometimes seen

as Marxist but more properly described as a radical humanist, his major and recurrent theme is

what it means to be ‘more fully human’. ‘Dehumanization, which marks not only those whose

humanity has been stolen, but also (though in a different way) those who have stolen it, is a

distortion of the vocation of becoming more fully human’ (Freire 1972a: 31). To become more fully

human is, as Lankshear and Lawler in their commentary on Freire put it: ‘to become ever more

critically aware of one’s world and in creative control of it’ (Lankshear and Lawler 1989: 68).

Literacy mediates powerfully in this process: ‘The achievement of literacy – as understood by

Freire – is a necessary aspect of functioning as a human being’ (Lankshear and Lawler op. cit.).

Moreover, there is no doubt that Freire’s project has, as Lankshear and Lawler continue

(Lankshear and Lawler 1989: 69), ‘universalist aspirations’.

In terms of pedagogic practice, Freire is known for his challenge to what he calls the ‘banking

view of learning’ by which bits of knowledge are deposited within learners. Freire’s view of

knowledge sees it as not static but ‘continually created and re-created as people reflect and act on

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the world. Knowledge is produced by us collectively searching and trying to make sense of our

world’ (Shor 1987: 182). Thus Freire emphasises the collectivity of knowledge rather than

individual ownership, a prevailing metaphor in progressivist discourse. The literacy programmes,

described, for example, in Freire (1972b), which he and his co-workers established among

peasants in Brazil in the 1960s, also had a clear emancipatory objective. Built around the notion of

key or generative words which encoded politically and socially significant events, objects or

phenomena in the lives of the poor was an agenda for social change. Literacy was a key to

empowerment, in the sense that knowing how things are named and gaining some critical distance

from them as objects to be talked – and written – about gave people greater understanding of and

control over the circumstances of their daily lives.

Freire’s work remains a major point of reference for many critically oriented projects. Though it

is drawn on and interpreted very differently from one setting to another, what is shared is a

concern to offer people, through literacy, tools for the critical and creative analysis of their own

circumstances, whether among newly literate adults in Nicaragua, as described by Lankshear and

Lawler (op. cit.) or among Searle’s schoolchildren in East London and Sheffield in England. Searle

uses Freire’s own words to describe how the children, many suffering the effects of racism or

displacement, come to create poetry out of their experiences: ‘they dynamize and humanize

reality. . . by creating culture’ (Searle, afterward in Lankshear 1997: 194).

(…)

(WALLACE, C. Critical pedagogy for language teaching. In: ---. Critical reading in Language Education. Nova Iorque:

Palgrave Macmillan, 2003)

QUESTION 18

By saying that “Dehumanization, which marks not only those whose humanity has been stolen,

but also (though in a different way) those who have stolen it, is a distortion of the vocation of

becoming more fully human.” (lines 4 to 6), Freire means that

a) victims and culprits suffer dehumanization likewisely.

b) people are responsible for their own humanity deprivation.

c) those who perform acts related to stealing are to be considered inhuman.

d) perpetrators are not affected by the act of withdrawing humanity from others.

QUESTION 19

Lankshear and Lawler are quoted in the text (lines 7 to 10) to

a) criticize the concept based on Freirean assumptions about literacy.

b) support one of the points made in the previous quotation in the text.

c) present literacy’s mediation in the process of critically reading the world.

d) disclaim relations between Freirean approaches and their view of literacy.

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QUESTION 20

The metaphor mentioned by the author in “Thus Freire emphasises the collectivity of

knowledge rather than individual ownership, a prevailing metaphor in progressivist discourse”

(lines 17 to 18) makes reference to knowledge in terms of

a) schemata.

b) acquirement.

c) pre-teaching.

d) co-construction.

QUESTION 21

By reading the text, it is correct to infer that Searle recognizes the importance of Freirian

approaches to literacy when he mentions that children who do not feel properly engaged to their

school group can

a) fall seriously behind.

b) prove to be dynamic.

c) overcome their hardships.

d) supersede their classmates.

QUESTION 22

Consider the following excerpts:

(I) “[…] not only those whose humanity has been stolen […]” (lines 4 to 5)

(II) “[…] by which bits of knowledge are deposited within learners.” (line 14)

(III) “Knowledge is produced by us collectively searching and trying to make sense of

our world […]” (lines 16 to 17)

In relation to sentences (I), (II) and (III), it is correct to state that

a) the agent of the action is elliptical.

b) the verb voice emphasizes the action.

c) the performer of the action is in focus.

d) the identity of the agent is irrecoverable.

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QUESTION 23

Compare the use of the underlined pronoun in the following sentences:

(I) “A major figure for most critical pedagogues is one whose thinking and educational

practice arose among oppressed people in the South: the Brazilian educator Paulo Freire.”

(lines 1 to 2)

(II) “[…] ‘to become ever more critically aware of one’s world and in creative control of

it’[…]” (lines 7 to 8)

The alternative which presents the correct information about the use of “one” is

a) in both sentences, “one” was used for reference.

b) in both sentences, “one” was used for generalization.

c) in sentence (I), “one” was used for reference while in sentence (II) it was used to generalize

the subject.

d) in sentence (I), “one” was used to generalize the subject while in sentence (II), it was used

for reference.

QUESTION 24

The underlined word in “Moreover, there is no doubt that Freire’s project has, […]” (line 11) is

correctly identified as a

a) pronoun.

b) determiner.

c) preposition.

d) conjunction.

QUESTION 25

The fragment “Somet imes seen as Marxist but more proper ly descr ibed as a

radical humanist […]” (lines 2 to 3) presents an example of

a) ellipsis.

b) clipping.

c) fronting.

d) substitution.

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PROVA ESCRITA DE INGLÊS

SEGUNDA PARTE – QUESTÕES DISCURSIVAS (100 pontos)

QUESTION 1 (20 marks)

“In a great deal of traditional linguistics, it has been the structure of language that gets privileged,

language use being seen as little more than a product/output generated by semantic, grammatical and

phonological systems, which are themselves regarded either as mental structures or as sets of social

convention. But in the ‘practice’ perspective, these conventions or structures are reduced to being just

one among a number of semiotic resources available to participants in the process of local speech

production and interpretation, and instead of the linguistic systems being viewed as the main carriers

of meaning, meaning is analysed as an active process of here-and-now inferencing, ranging across all

kinds of percept, sign and knowledge” (Rampton, 2006: 16).

(RAMPTON, Ben. Language in Late Modernity: Interaction in an Urban School. Cambridge: CUP, 2006)

The extract above comments on a shift of focus that has recently taken place in linguistic

theory. Discuss the implications of this change for the teaching of grammar in the context of

English classes in a Brazilian public school. (up to 20 lines)

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“Approaching digital literacy from the standpoint of digital literacies can open us up to making

potentially illuminating connections between literacy, learning, meaning (semantic as well as

existential) and experiences of agency, efficacy, and pleasure that we might not otherwise make. The

point here is not simply to import an array of digital literacies holus bolus into classrooms on the

grounds that they are “engaging”, or because learners who do not experience success in conventional

school subject literacies can nonetheless experience success and affirmation as bloggers, gamers

and fan practice aficionados – although that would be no small thing. Rather, the educational grounds

for acknowledging the nature and diversity of digital literacies, and for considering where and how they

might enter into educational learning have partly to do with the extent to which we can build bridges

between learners’ existing interests in these practices and more formal scholarly purposes.”

(LANKSHEAR, C & KNOBEL, M. Introduction. In: LANKSHEAR, C & KNOBEL, M. (eds.) Digital Literacies – Concepts,

Policies and Practices. New York: Peter Lang Publishing Inc., 2008. Pp. 1-16.)

Based on the excerpt above and on your experience as a teacher, discuss the purposes of the

use of digital resources in English classes in our public schools. (up to 20 lines)

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“The wave of interest in teacher research […] is grounded in the involvement of teachers in research

and their examination of learning and teaching rather than on the knowledge produced and

transmitted by university researchers and policy makers (Cochran-Smith & Lytle, 1999). The former

views teachers as “expert knowers” about their students and classrooms and suggests that teachers

are “promising researchers” on educational practice. This perspective allows much productive

discussions on practicality and epistemological challenges of teacher research (Cochran-Smith &

Lytle, 1999). Furthermore, this lens views teachers as capable of generating knowledge valuable to

enhance learning and teaching, based on the careful and critical examination of their own professional

practice.”

(HONG, C. E.; LAWRENCE, S.A. Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-

Driven Decision Making. Journal of Inquiry & Action in Education, 4 (2), 2011)

The previous quotation presents a particular approach concerning educational research.

Discuss its impact on English teaching practice in Brazilian schools. (up to 20 lines)

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Use the following text to prepare a lesson for an English class in a Brazilian High School

classroom. State aim of lesson and design pre-reading, reading and post-reading activities.

Graffiti artists are turning swastikas into adorable animals

Paintback street art campaign aims to 'beautify' Nazi symbols across Berlin

By Amar Toor @amartoo Aug 19, 2016, 4:20a

Ibo Omari’s war against swastikas began earlier this year, when a man walked into his Berlin

graffiti store and asked for a few cans of spray paint. The man had been playing with his son at a

nearby playground and noticed a huge Nazi flag painted on an adjacent wall. The father wanted to

paint over the flag himself, but Omari wouldn't let him.

"We said we are going to take care of it — don’t spend any money, don’t get your hands

dirty," Omari recalls. "So we went there and made something beautiful out of it."

Within a few minutes, Omari and another artist transformed the giant swastika into a

cartoonish mosquito, effectively neutering a symbol that continues to haunt Germany. Not long

afterward, another friend told Omari of another swastika they had seen painted in a Berlin park,

and suggested that he perform the same kind of street art alchemy.

Thus began Paintback, a campaign to change neo-Nazi graffiti into playful images. Over the

last few months, Omari and 11 other members of his graffiti collective have transformed around 50

swastikas into a variety of whimsical designs: rabbits, owls, even Rubik’s cubes. The campaign

began in Berlin and has since spread to other cities across Germany, thanks in large part to social

media.

"We wanted to answer with love and happiness so that young people can relate to it, and not

just people who come from the graffiti or urban life," Omari said in a phone interview this week.

"We take their ugly message and make something beautiful out of it."

(Adapted from: http://www.theverge.com/2016/8/19/12532394/berlin-graffiti- paintback-nazi-swastika, accessed 22

September, 2016)

http://www.theverge.com/users/Amar%20Toor

http://www.twitter.com/amartoo

http://www.theverge.com/2016/8/19/12532394/berlin-graffiti-%20%20paintback-nazi-swastika

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