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CDF Curriculum - Areas of Interest

in theHuman Sciences, Natural Sciences, CDF Curriculum, Foreign Language, Language

Portuguese, Mathematics and Geometry, General Guidelines, Planning the Studies
22 comments
In the latest posts, I proposed a study program that I called somewhat
pretentiously ofCDF's resume. I did it by subjects:Mathematics, Natural Sciences,
Human Sciences, PortugueseeEnglishNow, I will present the same proposal by "areas
of academic interest" something similar to what in theNew High Schoolit's called 'itineraries'
formative. (For detailed explanations, see the respective posts.)

The Linguistic Core and the Scientific-Humanistic Core are meant to be studied.
parallelly. They make up what I consider fundamental for the CDF student to leave
of High School knowing all the subjects, regardless of the area he/she goes
continue in college.

A justification for this common approach is an increasingly strong trend in

universities called interdisciplinarity, which is the intersection between different disciplines,
sometimes from areas of knowledge that are very different, such as Ethnomathematics, Neuroeducation and
Bioinformatics. Gone are the days when an engineering student could know nothing about
Biology, that in Medicine one didn't need to know Mathematics, or that in History one didn't need to know.
I needed to know Physics. Of course, a civil engineer is not going to need to know as much Biology.
How much a biologist, but will need to know some Biology to be able to work there.
a biologist in a ecologically sustainable construction project.

As for the works that are part of the Humanities and Social Sciences Center and the Center of
Exact Sciences, Natural Sciences and Technology are for those who will follow in these respective fields.
areas. They are meant to be studied after the Scientific-Humanistic Core (and, as it may be,
still parallel to the Linguistic Center).

The Center for Exact Sciences, Natural Sciences, and Technologies also has a trunk.
Mathematical-Scientific-Technological common to all courses, and various branches of courses
Specific; or rather, the branches of Science Olympiads.

There is also the Course Center of IME and ITA, which is a separate case.

Linguistic Nucleus
The Curriculafrom Portugueseefrom Englishthey are the same for all areas of interest,
from the 'basic level' to the 'advanced'. You should study these two subjects in parallel.
with the others.

Portuguese

Basic Level:

Text Interpretationby William Cereja and Ciley Cleto;

Text and Interaction, by William Cereja and Thereza Cochar;
Reflexive Grammar, by William Cereja and Thereza Cochar.

Intermediate Level:

Text Interpretation, by Renato Aquino;

Essay for Competitions, by Renato Aquino;
Portuguese for Competitions, by Renato Aquino;
Portuguese – Commented Questions, by Renato Aquino.

Advanced Level:

Text Lessons – Reading and Writing, by José Luiz Fiorin and Francisco Platão Savioli;
Newest Grammar of the Portuguese Languageof Domingos Paschoal Cegalla;
Poor for Competitions, by Evanildo Bechara.

Follow the order presented in this list. Advance in it as much as you can. They are all books.
by established authors, widely used in preparation for the Enem, entrance exams and
public competitions.

English

The books listed below, from Cambridge University Press, are widely used around the world.
(including in Brazil) in English courses. To translate unfamiliar words and expressions and
to hear their pronunciation, use the free services ofGoogle TranslatorI doBing Translator.

Basic level:

English Vocabulary in Use Elementary with Answersand CD-ROM;

Test Your English Vocabulary in Use Elementary with Answers;
English Pronunciation in Use Elementary Book with Answers5 Audio CDs and CD-ROM;
Essential Grammar in Use with Answers;
Essential Grammar in Use Supplementary Exercises with Answers;
English Vocabulary in Use Pre-intermediate and Intermediate with Answersand CD-ROM;
Test Your English Vocabulary in Use Pre-intermediate and Intermediate with Answers;
English Pronunciation in Use Intermediate Book with Answers5 Audio CDs and CD-ROM.

Intermediate level:
 English Vocabulary in Use Upper-Intermediate with Answerswith CD-ROM;
Test Your English Vocabulary in Use Upper-Intermediate with Answers;
English Idioms in Use Intermediate with Answers;
English Phrasal Verbs in Use Intermediate with Answers;
English Collocations in Use Intermediate with Answers;
English Grammar in Use for Intermediate Learners of English with Answers;
English Grammar in Use Supplementary Exercises with Answers.

Advanced level:

English Vocabulary in Use Advanced with Answersand CD-ROM;

Test Your English Vocabulary in Use Advanced with Answers - the only one I couldn't manage
find a file yet;
English Pronunciation in Use Advanced Book with Answers, 5 Audio CDs and CD-ROM;
English Idioms in Use Advanced with Answers;
English Phrasal Verbs in Use Advanced with Answers;
English Collocations in Use Advanced with Answers;
Advanced Grammar in Use with Answers;
Advanced Grammar in Use Supplementary Exercises with Answers.

You should follow the order in which the books are listed. Try to complete at least 2/3 of the
list - that is, to complete the 'intermediate level'. This should be enough for the Enem and for college entrance exams.
But for you to be able to read newspapers, magazines, and books in English with the same fluency as
in Portuguese, it has to reach the end of the advanced level.

Scientific-Humanistic Nucleus

Whatever academic field you choose to pursue in college, it is essential to have

a broad, non-superficial knowledge of the main areas of human knowledge. It is
inconceivable, in a highly complex world, in inter, multi and
transdisciplinary, that engineers do not understand how society works, that lawyers
they do not know how nature works, and doctors ignore it like a computer
it works.

The basics of this general knowledge can be acquired with the following books:

Mathematics and Geometry

Optional Prerequisites:Prealgebra⟶ Elementary Algebra⟶ Intermediate Algebra

⟶

The above books are for those who did not have a good mathematical education in school.
Fundamental. (The arrows mean that you should finish one book before starting another.)
Those who have a good foundation can start directly with the books below.

Mathematics of Paiva⟶ Precalculus+ College Algebra+ Algebra and Trigonometry⟶

Statistics High School⟶
The + sign means that these books should be studied simultaneously, in parallel.
But in fact, they are not exactly three distinct books, but the same book with small
variations, a few chapters more or less. (Check the summaries.)

Física, Química, Biologia, Astronomia

Mandatory Prerequisite:Paiva's Mathematics⟶

The Paiva collection should be studied in its entirety before starting the study of the collections.
below. (They will be studied in parallel with the OpenStax Mathematics books that
they follow the Paiva collection.)

Fundamentals of Physics⟶ Chemistry in Everyday Life⟶ Biology of Amabis

Martho⟶ Fundamentals of Astronomy⟶ Contextualized Physics Questions+
Chemistry Review Notebook + Biology Review Notebook⟶

The Physics collection should be studied in its entirety before the Chemistry one, and all of Chemistry.
before Biology, and Biology before Astronomy. The general review at the end ties it all together.
everything.

History, Geography, and Sociology

Mandatory Prerequisites:History – From the Caves to the Third Millennium⟶ Connections

General and Brazilian Geography Studies⟶ Sociology in Motion⟶

The books above correspond to what you should have learned in Fundamental 2. The books
below, what you should learn in a decent high school.

Glencoe World History⟶ Glencoe Modern History⟶ World Regional Geography⟶

Brazil: A History - Eduardo Bueno⟶ History of Art - Graça Proença⟶
Brazilian Literature – William Cereja⟶ Philosophizing - Introduction to Philosophy⟶

Nucleus of Humanities and Social Sciences

If you want to take courses in Literature, Linguistics, Philosophy, History, Geography, Psychology,
Sociology, Economy, Journalism, Administration, International Relations, after
to complete the Humanistic-Scientific Core, you must study the following books:

Humanities: A History of World Societies⟶ A History of Western Societies⟶ Basic

History of Western Art⟶ Brazil: A Biography⟶ Literature: Times, Readers and
Readings⟶ Introduction to the History of Philosophy + Basic Texts

The books above are for you to study before the Enem or the entrance exam. The books below are for
after you have secured your spot (during the vacation and in the first semester of college).
 Social Sciences:Psychology+ Introduction to Sociology+ Principles of Economics

Here, again, the + sign indicates that the books should be studied at the same time. But,
This time, the books do not have anything in common; they are three distinct books.

Nucleus of Exact Sciences, Natural Sciences and

Technologies

Mathematical-Scientific-Technology Branch

If you want to attend any college, whether in the Humanities or Social Sciences,
after completing the Scientific-Humanistic Core, you should study the following books,
common to all courses in Exact Sciences, Natural Sciences, and Technologies.

Concepts of Mathematics/ Fundamentals of Elementary Mathematics⟶ Elements of

Geometry and Geometric Drawing⟶

As NM and FMEs are separated by a bar because you can study only one of these.
collections or both together. It will depend on how much time you have to study and how much
You want to go deeper. In general, NM has easier explanations and more basic exercises.
which FME. Remembering that I have two study plans, one onlyfor FMEother
combiningFME and NMI didn't make a script only with NM; but you just need to take the script
combined and ignore all lines referring to the FMEs.)

Classical Physics by Sampaio and Calçada+ Feltre Chemistry+ Concepts of Biology+

Astronomy and Astrophysics+ Computer Science – An Interdisciplinary Approach⟶

Again, the + sign indicates that the books should be studied at the same time.

Specific Course Areas

After finishing the common books for all courses in Exact and Natural Sciences, if you
If you still have time, you can focus more on the subject that is most related to the course that
Do you want to continue with the books listed below.

Mathematics, Computing Courses:Collection of the Mathematics Teacher⟶

This collection is not meant to be studied in its entirety. (Only the ones in their entirety...) The books that
I consider the most useful for pre-university students are:

The High School Mathematics, in four volumes (the fourth is only with the solutions of the
problems), which has greater emphasis on theory and demonstrations, and less on techniques of
problem solving;
 Topics and Problems, Logarithms, Progressions and Financial Mathematics, Trigonometry
the Complex Numbers, four little books that expand the theory and applications of these
subjects;
Introduction to Set Theory, a rigorous yet accessible treatment of the most
important concept of modern Mathematics;
Combinatorial Analysis and Probability, perhaps the most comprehensive and enlightening book in
Portuguese about these thorny topics;
Eight little books that teach what Geometry really is:
Flat Euclidean Geometry
Introduction to Spatial Geometry
Coordinates in the Plane (with the Solutions of the Exercises),
Coordinates in Space,
Isometries,
Measure and Form in Geometry,
Geometric Constructions
Geometric Constructions - Exercises and Solutions.

I suggest studying the CPM in the order presented above.

Courses in Physics, Chemistry, Engineering:College Physics for AP Courses⟶ Chemistry

Atoms First⟶ Organic Chemistry by Almeida Barbosa⟶

Biology, Medicine, Dentistry courses:Biology for AP Courses⟶ Anatomy and

Physiology⟶

Geology, Oceanography, Climatology Courses: Geosystems: An Introduction To

Physical Geography⟶

Olympic Science Branches

If you are passionate about a specific discipline and are as hungry for medals as the
Mutley the dog of Dick Dastardly, after the Mathematical-Scientific-Technological Trunk (and
instead of the books recommended for the specific course branches, take the following books,
according to the Olympics you want to compete in:

Mathematics:Elements of Mathematics⟶ Combinatorial Analysis and Probability⟶

Elementary Mathematics Problems⟶ Topics in Elementary Mathematics⟶
Mathematics at ITA IME Level⟶ Mathematics Topics IME – ITA – Olympiads⟶
Selected Math Problems - IME - ITA - Olympics⟶

Physics:Modern Physics for Entrance Exam Candidates⟶ Fundamentals of Mechanics vol. 1⟶

Fundamentals of Mechanics vol. 2⟶ Olympic Level Physics⟶ Problems
Selected from Elementary Physics (Saraeva)⟶ Physics Problems (Kosel)⟶
Physics Problems (Krotov)⟶ General Physics Problems (Iorodov)

Chemistry: 70 Hair-Raising Chemistry Problems⟶ Chemistry Training -

Radioactivity⟶ Training in Chemistry – Solutions, Dosages, Colligative⟶
Physical-Chemistry Problems - IME - ITA - Olympics⟶ Training in Chemistry
IME - ITA - Unicamp⟶ Rescue Mission: Chemistry - IME⟶ Training in Chemistry -
Monbukagakusho
 Astronomy:General Astronomy Course⟶ Sky Recognition Guide⟶
Exercises in Astronomy and Astrophysics⟶ Astronomy⟶ A Problem Book in
Astronomy and Astrophysics

Biology:Campbell Biology/ Campbell Biology⟶ Life: The Science of Biology

Of course, focus your studies solely on the subject of the Olympiad that you want from the beginning.
(leaving aside, especially, the humanities) will allow you to advance
faster in the various stages of the competition, and increase your immediate chances of winning a medal.
But in terms of preparation for the Enem and entrance exams in general, and to start well the
your undergraduate course may not be very productive. It's no use winning the medal
of gold in the OBMEP and not getting a spot in a good undergraduate Mathematics course due to having
wrong the Chemistry and Biology questions in the Enem exam.

Course Center of IME and ITA

The entrance exams for IME and ITA have one aspect that facilitates and another that complicates preparation.
two candidates. The easy side is that there are only five subjects: Portuguese, English,
Mathematics, Physics, and Chemistry. The difficult side is that the last three are at an Olympic level!
Yes, the teachers specialized in training students for these entrance exams divide the
preparation in two phases, commonly called grounding and deepening.

Foundation Phase

The grounding corresponds to the books listed here up to what I called the Scientific Core.
Humanistic for Exact, Natural and Technology Courses (only of those five
subjects, excluding those in Biology, Computing, History and others). They are as follows:

Portuguese and English:

Identical to those listed above.

Mathematics:

Optional Prerequisites:Prealgebra⟶ Elementary Algebra⟶ Intermediate Algebra

⟶
First coat: Paiva's Mathematics⟶ Precalculus+ College Algebra+ Algebra
and Trigonometry⟶ Statistics High School⟶
Second coat:Notions of Mathematics/ Fundamentals of Elementary Mathematics⟶
Elements of GeometryeGeometric Drawing⟶
Third coat:Mathematics Teacher's Collection⟶
Physics:

Mandatory Prerequisite:Paiva's Mathematics⟶

First coat:Fundamentals of Physics⟶
Second coat:Classical Physics by Sampaio and Calçada⟶
Third coat:College Physics for AP Courses⟶

Chemistry:

Mandatory Prerequisite:Fundamentals of Physics⟶

First coat:Chemistry in Everyday Life⟶
Second coat:Feltre Chemistry⟶
Third "coat":Chemistry Atoms First⟶ Organic Chemistry by Almeida Barbosa⟶

What I referred to here as 'layer' is each study stage in which all the theoretical content of
A subject is seen or reviewed to solidify knowledge. (It is a borrowed term)
two wall painters: they pass the same paint over the surface more than once, in order
to thicken the color; each coat, they call a layer of paint.) The third 'coat' already
It is at a university level, albeit introductory.

Deepening Phase

The deepening is done with preparation books for Science Olympiads and more.
others with questions in the style of those that appear on the tests, including questions from exams from previous years
previous.

Portuguese and English:

Previous Portuguese Exams from ITA⟶ Previous Testsfrom Portuguese of the IME
Previous English Exams of ITA⟶ Previous Testsfrom English of IME

Mathematics

Elements of Mathematics⟶ Combinatorial Analysis and Probability⟶ Problems of

Elementary Mathematics⟶ Topics in Elementary Mathematics⟶
Mathematics at ITA IME Level⟶ Mathematics Topics IME – ITA – Olympics⟶
Selected Mathematics Problems - IME - ITA - Olympiads⟶
Mathematics in the ITA Entrance Exam⟶ Mathematics in the IME Entrance Exam

Physics
 Modern Physics for Entrance Exam Candidates⟶
Fundamentals of Mechanics vol. 1⟶
Fundamentals of Mechanics vol. 2⟶ Olympic Level Physics⟶
Selected Problems of Elementary Physics (Saraeva)⟶ Physics Problems (Kosel)
⟶ Physics Problems (Krotov)⟶ General Physics Problems (Iorodov)⟶
Previous Physics Exams of ITA⟶ Previous Physics Exams of IME

Chemistry

70 Hair-Raising Chemistry Problems⟶ Training in Chemistry - Radioactivity⟶

Training in Chemistry - Solutions, Dosages, Colligative⟶ Physics Problems
Chemistry - IME - ITA - Olympics⟶ Chemistry Training IME - ITA - Unicamp⟶
Mission Rescue: Chemistry - IME⟶ Training in Chemistry - Monbukagakusho
Previous Chemistry Exams of ITA⟶ Previous Chemistry Exams from IME

Final Considerations

It got a bit confusing, can you simplify it?

Simplify, no, but it can be summarized. The 'educational itineraries' within the CDF curriculum.
there are basically four:

Linguistic Core + Scientific-Humanistic Core⟶ Core of Humanities and Sciences

Social;
Linguistic Core + Scientific-Humanistic Core⟶ Nucleus of Exact Sciences, Sciences
Natural and Technologies (Mathematical-Scientific-Technological Core)⟶ Course Branches
Specifics);
Linguistic Core + Scientific-Humanistic Core⟶ Nucleus of Exact Sciences, Sciences
Natural Sciences and Technologies (Mathematical-Scientific-Technological Branch⟶ Olympic bouquets
of Science);
Course Core of IME and ITA (Foundation Phase⟶ Deepening Phase.

At first glance, it may seem that the curricula of Exact Sciences, Natural Sciences, and Technologies are
more difficult than those in Humanities and Social Sciences. At least at this pre-
college students, they really are! But, to balance things a bit, I referred to the area of
Humanities and Social Sciences university books, even if introductory, well
big ones (in English, on top of that), which will force the nerds who opt for this
itinerary to grind as much as those who are going to take IME or ITA!

How long does it take to study all of this?

Well, you probably won't need to study all of this. It will depend a lot on the...
your goals, and the timeframe in which you expect to achieve them.

If I were to implement the CDF Curriculum in a school, I would design a four-course curriculum.
years, instead of the usual three for regular high school. From Monday to Saturday, full-time.
(morning and afternoon), but without homework (the nights would be free). And with only 30 days of
vacation per year (because teachers need to rest), divided into three periods of 10
days (for students not to forget the learned content.)

So, if you were lucky enough to find the CDF Guide still in your first year of school
Medium, and has classes only part-time (only in the morning, or only in the afternoon, or only at night),
with the rest of the day free to study, you can expect to do a fourth year of study
after completing your high school education, to reach the level of a competitive candidate for
IME/ITA.

If you don't want to go to those military institutes, but want to enroll in a very
sought after by one of the largest and best universities in the country, try to advance until the
Center for Humanities and Social Sciences or the Center for Exact Sciences, Sciences
Natural Sciences and Technologies. In this second option, try to complete at least the branch.
Mathematical-Scientific-Technological.

If you don't care too much and just want a good federal or state university, the nucleus
Scientific-Humanistic could already be enough. (If you are content with a 'center
"university" of the "diploma factory" type, where it is enough to be up to date with the tuition fees to
to be approved in each semester, your place is not here...)

In short, the more you want (and can) to advance in the CDF Curriculum, the more time you will need.
preparation will cost you, whether in the form of daily hours of study or in months of
study before the exams; but also the greater your horizon of (good) choices will be.

Why didn't you make all the recommended books available?

Because I didn't find everything, well! The Internet has a lot of things, but it doesn't have everything. Besides
But I am, shall we say, an ethical pirate. I prefer old editions of works.
established, from large publishers and famous authors, who will not break or go bankrupt, because the
Federal, District, or State governments and Municipalities purchase the majority of
your production of textbooks to distribute to public schools.

Or works that, even if left out of government shopping lists, are in

lists of school supplies from many private schools, and therefore, they have an annual demand
guaranteed thousands of copies. (Recently, the publishers themselves have started to
make available on the Internet, for free access, their books approved in the National Program of
Textbook, for those who want to download or consult!)

There are also books aimed at a more limited audience of teachers and self-taught students.
(like those from Vestseller), 'niche' markets, as they say, I prefer to direct readers
for the purchase. After all, they are generally cheaper (or less expensive) than the books of
large publishers. If the students aspiring to IME/ITA and the Olympiads do not buy the
Vestseller books, a publisher that exists solely to serve these students, no one else will.
buy...
Well, there it is, your Map of the Kingdom of Knowledge! Now you just need to chart your path through.
she.

Published by Serjão

I don't know how the world sees me; but I seem to be just a boy.
playing on the beach, keeping myself entertained by finding a smoother pebble from time to time
or a shell more beautiful than the ordinary, while the vast ocean of truth is
unexplored extent before me. (Isaac Newton)View all posts by Serjão

22 comments on "CDF Curriculum - Areas of

Interest

CARLOS EDUARDOHE SAID:

02/03/2022 at 13:35
Hello, I have been studying through an online course for the ENEM, but I believe that
I need a more in-depth study to do well in the course I intend to take.
(Computer Science), do you think it is feasible to reconcile the course classes and studies?
of the teaching material proposed in your curriculum? I study only 3 hours a day, less on
Fridays and Saturdays where I increase the working hours to 4.

RESPOND
SERJÃO SAID:
02/03/2022 at 13:45
Your available time for studies is quite limited. Prioritize the activities of your
online course and, if you have time left in your day, supplement with the material that
I make it available here. After you finish your online course, then you focus on the material.
from the CDF Guide.

ANSWER
Pingback:CDF Guide - The Guide of the Guide
THE KID SAID:
01/01/2022 at 16:58
Serjão, deixo uma sugestão de 5 livros em domínio público e um em Creative Commons
(which also has a public domain version) of Elementary Algebra. I believe that
they could be used alongside OpenStax books as supplements (well)
advanced, being able to replace several volumes of the FME collection. It is necessary to have a good
English to take advantage of the material.

Elements of Algebra by Euler

Invalid input format. Please provide the text to be translated.

Elementary Algebra for Schools

Unable to access the content of the provided link.
Higher Algebra: a Sequel to Elementary Algebra for Schools
Unable to access external content.

Algebra: An Elementary Text-Book For the Higher classes of Secondary Schools and
Colleges Volume 1 by George Chrystal
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Algebra: An Elementary Text-Book For the Higher classes of Secondary Schools and
Colleges Volume 2 by George Chrystal
Cannot access content from URLs or external links.

A College Algebra by Henry Burchard Fine

Unable to access content from external links.

RESPOND
SERJÃO SAID:
01/01/2022 at 20:14
Thank you very much, Piá! I didn't know these titles. I will check them out.

RESPOND
THE BOY SAID:
02/01/2022 at 12:30
Serjão, I have some doubts about this post regarding the curriculum by areas of
interest.

In another post you say that OpenStax books make Mathematics of

Paiva and other national books
unnecessaryhttps://guiadocdf.com/2020/11/20/books-from-openstax-on-the-shelf-of-
cdf/

Meanwhile, in this post you mention Paiva's book as a mandatory prerequisite.

or like 'coat' for various areas, even placing it before and after some
OpenStax math books. One could not ignore Piava's book.
studying only from OpenStax books?

Another question, regarding the foundation in Physics, is it possible to replace the

Fundamentals of Physics by OpenStax High School Physics and Classical Physics by
Physics topics?

And to contribute to this post, "Computer Science - An Interdisciplinary

"Approach" has an official website with a free book and other resources like errata.
code, etc.Invalid input. Please provide a text for translation.

Finally, I think it's a good idea to recommend a few more public domain books by the author.
that I mentioned in another comment. (…)

SERJÃO SAID:
02/01/2022 at 13:09
Hello, kid!

There are indeed some discrepancies between the posts of the 'CDF Curriculum' and
older ones. It happened that little by little I was adjusting my
recommendations based on the feedback I received from the readers.
 In this specific case, the sequence I propose here, in this post, is the one I
I consider it more productive for self-taught students. And a characteristic
The important thing about this sequence is indeed the *redundancy*, which means you study a
same subject repeatedly, in different books, each time with a little more
in depth, to firmly fix the contents in the long term.

So, yes, it is perfectly feasible to ignore Paiva's collection and study only by
OpenStax. Inclusive, if you only have one year, a year and a half to study, it is the
but more advisable. And the same can be done with the Physics collections. That is,
eliminate redundancies to save time.

But if you have two years or more until the Enem or the Entrance Exam, try to follow the
approach that I propose here. It is more time-consuming and laborious, but it allows for a
more solid learning.

Regarding the books you suggested, I took note and will research. But I will have to research.
they first to see if they can be 'fitted' into this script. That's why I removed the
links.

Understand, there are multiple paths, trails, and shortcuts to reach knowledge.
So many that students usually get a bit lost with so many options. Here in
CDF guide, and especially in the CDF Curriculum, I do not have the intention of
explore all, but rather present *a single one*, with few variations, that is
sure.

WILLIAM JOHNSTON SAID:

08/12/2021 at 18:31
First of all, I would like to thank you for the website, I discovered it yesterday and have already read it all, I even read it again.

some posts that I liked the most, everything is great, from the simple ones, but very useful, tips
of the thickness of graphite, going through the monumental work of organizing the works
didactics, up to the stimulating analyses of the failures of education in Brazil. Finally, much
thank you.
When I finished reading The Hobbit, I had that feeling of 'by the way he writes, this guy'
"Tolkien must be a really cool guy" it's almost impossible not to feel a certain affection and
friendship for him, even though I don't know him. Similarly, reading his texts allows one to
imagine what kind of admirable person you are.
Come on, when I was younger, I received a lot of compliments from the teachers and I even passed
two series in the same year. However, among the paths of life, the school stopped making
I simply left it and only finished high school through EJA, remotely to
get worse. After finishing, with the diploma in hand, I noticed that neither I nor my classmates
They knew enough content to pass elementary school, even more so high school.
I felt deceived and frustrated, after this episode, I decided to go back to studying (with a lot of
blood in the eyes
For about a year and a half, I have been preparing for the Enem, but the idea of
"Studying for the Enem" is abominable to me and I insist on not studying using workbooks.
and much less take any preparatory courses. Passing the exam will be a consequence of studying and not
your goal. I had already studied some works mentioned by you in the curriculum but
in a somewhat random order, therefore, this arrangement fit perfectly in the
my journey.
Many come here with their questionable doubts and I will not be different. Sir
Do you think this is too much perfectionism/idealism on my part trying to pass the Enem?
without "studying for the ENEM"?
If I were to follow your curriculum, I would do the cycle with the five blocks (Port, Nature, Math,
So, if I understood correctly, some subjects are not studied.
simultaneously, but in a somewhat linear way (as in the case of History, Geography, and Social Studies, by
Example). Can I continue like this? Or do you think I should perhaps focus more on the Enem,
In this case, what would you do? I am in a dilemma because even though I want to build
solid knowledge, I would also really like to "pass the Enem" before it happened
reformulated, what should happen soon.
They only send you pineapples, right!? Thanks, Serjão, big hug.

RESPOND
SERJÃO SAID:
09/12/2021 at 00:00
Hello, William! I am very happy to be contributing to your journey in search of
knowledge. The story you told is, unfortunately, very common. There are so many
wasted talents! So many people with enormous potential that get left behind! But
how good that you did not settle for the mediocrity that the educational system
Brazilian tried to impose on you.

But let's get to your doubts. Yes, passing the Enem without studying for the Enem, just as
natural consequence of a systematic study, it is a perfectionist ideal. But this does not
is necessarily bad. CDFs are indeed idealistic and perfectionist, and these traits of
personality often serves as motivation for them to pursue their
objectives. But you need to season your idealism with *realism* and your
perfectionism with *pragmatism*, for you to really *achieve* your goals.

If you are supported by your parents (or uncles, or grandparents), there must be a certain 'pressure to
results" from their part. Even more considering their history of dropping out
school. In this case, it might be more interesting for you to focus on passing the Enem anyway.
One way to do this is to take the old exams and try to solve them; when
if you can't solve a question, you study that specific topic. It can be
out of order indeed; no matter how weak your EM may have been, you probably have
a minimal notion of a lot of things, needs to be deepened.

If you work to support yourself, you don't need to rush to pass the Enem and
start a college, and can have a more structured study, following more of
close to the 'CDF Curriculum'. But you have fewer hours in the day to study, and if you
If you want to follow the curriculum I propose in its entirety, it may take several years to complete.
In this case, it might be better for you to follow only partially my resume.

For example, if you are not going to take the exam for IME or ITA, you don't need to study the
advanced books necessary for this preparation, no matter how much you like to
Mathematics and Physics. Also, if you do not intend to go to college in the field of
Humans, you will not need to study all the books of History, Philosophy, and Literature that
I indicate. In the posts where I describe the 'CDF Curriculum', I indicate
clearly up to where the student should go, according to the area of knowledge that
intends to continue in the Undergraduate program.

In the end, it is the goals you want to achieve and the obstacles you
You need to transfer what will determine how much you will need to distance yourself from your ideal.
perfectionist.

REPLY
LAURO SAID:
12/15/2021 at 10:07
 Studying 'to learn' would be less advantageous than studying 'to pass'? Or the
Do you think that the balance between both should be ideal?

SERJÃO SAID:
12/15/2021 at 10:24
It depends on your goals, Lauro. The ideal would be to study 'to learn' and pass.
in selection tests would merely be a consequence of having learned. But the
Real, concrete situations always deviate, to some extent, from that ideal.

If you are not in a hurry to enter a college (you can take two or three years)
studying after finishing high school), you can focus more on
study for the pleasure of learning the subjects, and leave training for the exams
a few months before them.

But if you are like most students, you have a set deadline,
you yourself or your parents or guardians, to start a college (generally
a year, a year and a half). In this case, your study plan should include,
from the beginning, the preparation for the exams.

The best way to reconcile both things is for the student to set up a
study planning still at the beginning of the first year of high school. But they are
few are those who, at 15 years of age, can think in the long term of three
years or more. When you are that age, three years in the future seem so far away...

In general, students only "wake up" to the need to plan their studies -
execute this plan — in the middle of the second year or already in the third. Then, no
There's no way. There's so much material that studying becomes a bit haphazard.

YURI SAID:
30/08/2021 at 19:30
Hello Serjão!
I have been following the blog for a little over a year and see that it always recommends the books by
OpenStax for those who want to relearn or fill in some gaps in mathematics.
basic. I just finished high school and I'm going to venture into some entrance exam.
as competitive as medicine in federal universities or engineering in military institutes, not yet.
I decided.
For this I want to review basic math, I learned it very well when I was younger,
but due to bad habits and over time some gaps appeared, I am
thinking about using the book 'Mathematics to win' by Laercio Vasconcelos to do
this review. Would you have anything to say about this book for this purpose?
I am resisting using the OpenStax books because they are too large, unfortunately not
I will have time to finalize all your recommendations, my plan is to review the math.
basic and go straight to the NM and FME together with Calçada Physics, Chemistry of
Feltre and etc.. My EM was quite complete, I even used Paiva's mathematics.
I would like to know your opinion on this book by Laercio Vasconcelos and about this my
decision to move forward more quickly.

I feel the need to thank you for sharing this information for free, with
they are certainly very helpful for me and for many others, thank you!

REPLY
SERJÃO SAID:
30/08/2021 at 20:51
 Hello, Yuri! It's okay if you don't follow all my recommendations. They are
very comprehensive precisely to meet the varied needs of different
students. But each one must adapt (and abbreviate) the CDF Curriculum according to the
own needs, time constraints, and goals you hope to achieve.

I don't know this book by Laércio de Vasconcelos. (I mean, I know it exists, but
I never got to examine it.) But, anyway, if you have already studied with Paiva at the
your High School, you won't need to study any book by Laércio or from
OpenStax all the way through, cover to cover. You can look at the book summaries and take
only those chapters that deal with the "gaps" you mentioned. In fact, it can
do this while studying the FMEs or the NMs.

For example, you are studying the quadratic function in volume 1 of the FME and you realize
is making many mistakes in the quadratic equations that appear in the exercises. You
go to Laércio's book or Intermediate Algebra from OpenStax and study only the
chapters that deal with quadratic equations. Once the deficiency is resolved, you return.
where did you stop in the FME.

And if your high school education was really 'complete', you can do something similar.
with the Science books. You can, for example, go straight to the solved exercises,
to recall the subject, and then move on to the proposed ones right after. Only if you do not
to be able to understand the solved exercises (a sign that you really forgot that
The subject is that you should reconsider the theory of the chapter in question in detail, as if
it would be the first time. Thus, you save time and are able to move on to more books
advanced as soon as possible.

It's like this, you won't have to start from scratch. Good studies and much success to you!

ANSWER
MATHEUS SAID:
30/08/2021 at 16:47
Hello Serjão, Good morning!
What are the college-level mathematics books from OpenStax?

RESPOND
SERJÃO SAID:
August 30, 2021 at 20:19
University level *only* Calculus 1, 2, 3; Introductory Statistics and Introductory
Business Statistics.

More College Algebra, Precalculus, and Algebra and Trigonometry, which are part of the Curriculum
CDF is also used in some university courses to provide a
leveling for students who arrive at university with a mathematical background
precarious. (This does not happen only in Brazil.)

RESPOND
JOSIMAR SAID:
27/08/2021 at 1:23 PM
Hello Serjão!!!
For someone who wants a spot in medicine through the ENEM, do you think it is sufficient?
study up to the humanistic scientific core?
Note: I will try to pass without taking a course, because in my city they are
extremely expensive and the cheap ones are not worth it.
Another observation is that I finished high school a few days ago.
and unfortunately I have a weak foundation in all subjects I will have to start all over again
basic. I could only open my eyes to see how studying is cool and important after having
After the pandemic studying at home alone.

RESPOND
SERJÃO SAID:
27/08/2021 at 15:33
Hello, Josimar! It's a shame that a pandemic was necessary for many.
students become aware of the importance of self-study. (You were not the
unique, you can be sure!)

Regarding your question, it will depend a lot on the university you want to attend. But, in
Generally, Medicine is a highly competitive course at any institution. You must
try to complete at least the Mathematical-Scientific-Technological Core, in order to
put in the front line of this marathon.

RESPONSE
DAV SAID:
23/08/2021 at 14:59
Hello Serjão, Good afternoon!
Do you know what the latest edition of the FME is?

RESPOND
SERJÃO SAID:
August 23, 2021 at 3:10 PM
Don't tell anyone, but this is the one I provide here in the CDF Guide. Just follow the
link…

REPLY
BRUNO SAID:
21/08/2021 at 17:02
Hello, Serjão!
Do you know of any ordered list of textbooks for medical students?
My classes start at the beginning of next year and I would like to study the curriculum.
in the most efficient way and with quality materials.
I have been following the blog for a few years and I know your excellent criteria for selection.
books. I thank you in advance, because much of what I learned from you helped me to
to conquer a place at the university.

RESPOND
SERJÃO SAID:
August 21, 2021
Hello, Bruno!
First of all, congratulations on your achievement! I am very happy to have contributed a
little for that.
Medicine is a field far from my education. I honestly have no idea about
what are the best books in the field!
But you can ask at the university secretary's office (maybe the information is really there.
on the university's website) the *syllabus* of the subjects of your course. It is a
document that lists all the curricular contents ('syllabi') of all the
subjects. Often, the syllabi include a reference bibliography for
each discipline. The mentioned books will not necessarily be those adopted by the
teachers, but they are certainly among the best in each subject.
If you want to start warming up, OpenStax has a book on Anatomy and Physiology
that you might like very much:The provided text is a URL and does not contain translatable content.
.
Happy studying, and much success to you in university!

RESPOND
BRUNO SAID:
August 22, 2021 at 07:14
Thank you very much!
I will research on the university's website.
This OpenStax book also looks very good!

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Portuguese Curriculum - Grammar Books,

Interpretation and Writing

inCDF's resume, Nerd's bookshelf, Portuguese Language, Planning the Studies

13 comments
The task of learning the cultured norm called Brazilian Portuguese, which has never been easy, is
currently much more painful than it was in the past. Many Portuguese books aimed at
For High School, they seem to be those that were previously adopted in the second cycle of education.
Fundamental. They come with more illustrations than texts, with more reading texts than
theoretical presentation of grammar, with few and easy exercises.

On the other hand, Portuguese books in the current century have been benefiting from research.
academics in the field of Linguistics who denounce the artificiality of the so-called 'standard language', which
Not even the most educated people actually use it, neither in their conversations nor in their texts.
Many linguistic phenomena characterized as "errors in Portuguese" in tradition
grammatical changes are part of the natural evolution of the language.

The reference grammars, at the undergraduate level, produced in this century, seek more
to describe the 'living language' (and for this reason they are called descriptive grammars), that
which is effectively used by the most varied sectors of the population and in the most diverse
regions of the country, rather than standardizing how people should use the language (as such
normative grammars), that which has been conventionally called "cultured norm".

If it is to adopt some linguistic variant as a 'norm' to be followed in communications

officials from the public and private sectors, which should then be based on standards of speech and writing
True people with higher education, who have already incorporated many characteristics
the two most colloquial and popular uses.

But the biggest difficulties for students are not so much the grammatical topics, but the
interpretation and the production of texts. Hence, Portuguese textbooks increasingly provide
more space for these activities; but sometimes they do so at the cost of a more superficial education
of grammatical topics. It is difficult for authors to find a good balance between these
two aspects of language mastery. Therefore, it is best to use separate books, each dedicated to
What is one of these 'dimensions' of the study of Portuguese.

Inspired by how I organized theCDF English Curriculumthis Portuguese Curriculum

it is also organized into three levels, but with fewer books:

Basic Level:

Text Interpretation, by William Cereja and Ciley Cleto;

Text and Interaction, by William Cereja and Thereza Cochar;
Reflexive Grammarby William Cereja and Thereza Cochar.
Intermediate Level:

Text Interpretation, by Renato Aquino;

Essay for Competitions, by Renato Aquino;
Portuguese for Competitions, by Renato Aquino;
Portuguese - Commented Questions, by Renato Aquino.

Advanced Level:

Text Lessons - Reading and Writing, by José Luiz Fiorin and Francisco Platão Savioli;
New Grammar of the Portuguese Language, by Domingos Paschoal Cegalla;
Poor for competitionsby Evanildo Bechara.

Follow the order presented in this list. Advance as far as you can on it. They are all books.
by established authors, and widely used in preparation for the Enem, college entrance exams and
public competitions. Good studies!

Published by Serjão

I do not know how the world sees me; but to myself, I seem to be just a boy.
playing on the beach, entertaining myself by finding a smoother pebble from time to time
or a shell more beautiful than the ordinary, while the vast ocean of truth
unexplored expanse before me. (Isaac Newton)View all posts by Serjão

13 comments on 'Portuguese Curriculum - Books of'

Grammar, Interpretation and Writing

Pingback:CDF Guide ‒ The Guide of the Guide

ARK DISS:
12/12/2021 at 20:57
Could you share the password for those .pdfs from Cereja? I wanted to make notes on them.
but they are blocked.

RESPOND
SERJÃO SAID:
12/12/2021 at 21:04
Unfortunately, I do not have that password.

RESPOND
CARLOS FERNANDES SAID:
08/24/2021 at 08:42
Studying with the teacher's book, like those by Cereja, doesn't hinder you? Upon reading the question, the...
the answer is right in sequence. Any tips? Thank you for making it available in this way.
organized the material.
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English Curriculum - Cambridge Books

University Press

inCurriculum of the CDF, CDF shelf, Foreign Language, Planning the Studies
25 comments
The learning of English is justified pragmatically: it is enough to recognize that it is the lingua franca.
in today's world. (In the future it may get worse: you may have to learn Mandarin...) Already the
Spanish is often justified in ideological terms, as a way to 'promote
the South American and Latin American integration.

Be practical: don't waste your time studying Spanish. You won't need to know this.
not even when buying trinkets in Asunción or dancing tango in Buenos Aires.
Many Brazilians communicate very well with our neighbors using 'Portunhol',
you speaking in Portuguese.

Focus your efforts, your time, your money, and your energy on learning English, which is a
a language very different from ours, and therefore harder - and much more necessary, in the world
academic and professional, than Spanish.

As you are not going to learn English in school, you should enroll in a language course.
Prefer an intensive course, with three or four classes a week, and that does not interrupt the classes.
during school holidays. In this way, you will be able to reach at least the level
upper intermediate at the time of the entrance exam. This is usually the
enough to enter college.

But the ideal for those who want to do well in the future is to continue studying English during the
college, until reaching the advanced level. It is when one can take a proficiency exam,
like the TOEFL, which is absolutely essential for anyone who wants to study in
universities in the United States, United Kingdom, Canada, and Australia — or for, in the future,
work in these countries.

"Ah, but isn't there a way to learn English just by studying from books?" – You might ask.
Not to the point of becoming fluent in the language. Because you only learn a language, any
language, talking with other speakers of the language. This is the major differentiator of the courses of
languages: gather students into small groups where they can converse, with mediation
give professor.

But, certainly, you could learn enough to pass the Enem or the entrance exam.
The books listed below, from Cambridge University Press, are widely used around the world.
(including in Brazil) in English courses. In the links, you will find PDF copies of almost
All of them, which I dug up for you on the internet (I just couldn't find one). But if you want the audio
CDs and CD-ROMs, only buying the originals, for sale atAmazon.
Without the audio, if you want to know the correct pronunciations of the words and phrases, you just have to
type onGoogle Translatoror notBing Translatorand click or tap on the speaker icon
for you to hear the correct pronunciation. In these services, you can also, obviously, do
translations of terms that you cannot deduce the meaning from the context in which
they appear in the books.

Basic level:

English Vocabulary in Use Elementary with Answersand CD-ROM;

Test Your English Vocabulary in Use Elementary with Answers;
English Pronunciation in Use Elementary Book with Answers5 Audio CDs and CD-ROM;
Essential Grammar in Use with Answers;
Essential Grammar in Use Supplementary Exercises with Answers;
English Vocabulary in Use Pre-intermediate and Intermediate with Answersand CD-ROM;
Test Your English Vocabulary in Use Pre-intermediate and Intermediate with Answers;
English Pronunciation in Use Intermediate Book with Answers5 Audio CDs and CD-ROM.

Intermediate level:

English Vocabulary in Use Upper-Intermediate with Answerswith CD-ROM;

Test Your English Vocabulary in Use Upper-Intermediate with Answers;
English Idioms in Use Intermediate with Answers;
English Phrasal Verbs in Use Intermediate with Answers;
English Collocations in Use Intermediate with Answers;
English Grammar in Use for Intermediate Learners of English with Answers;
English Grammar in Use Supplementary Exercises with Answers.

Advanced level:

English Vocabulary in Use Advanced with Answersand CD-ROM;

Test Your English Vocabulary in Use Advanced with Answers - the only one I couldn't manage
find a file still;
English Pronunciation in Use Advanced Book with Answers5 Audio CDs and CD-ROM;
English Idioms in Use Advanced with Answers;
English Phrasal Verbs in Use Advanced with Answers;
English Collocations in Use Advanced with Answers;
Advanced Grammar in Use with Answers;
Advanced Grammar in Use Supplementary Exercises with Answers.

You must follow the order in which the books are listed. AsGrammar in Use the respective
Supplementary Exercises can be studied together, as with each chapter
of those corresponds a chapter of these. But perhaps it is better to leave it to resolve each
Supplementary Exercises whole after studying the corresponding Grammar in Use whole,
to use the supplemental exercises as a review of the grammars.

If you start studying these books in the first year of high school, it's totally doable.
to reach the end of the list by the end of the third year. If you start in the second year
it is also possible, but you will have to dedicate more time to your studies. If you start in the third
yes, it is even more difficult, but not impossible.

Try to complete at least 2/3 of the list – that is, to complete the 'intermediate level'. This should
It is essential for the Enem and most entrance exams. But for you to be able to read newspapers and magazines
And books in English with the same fluency as in Portuguese, must reach the end of the level.
advanced.
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Curriculum of Sciences - National Books and

Foreigners

inNatural Sciences, CDF's Curriculum, Planning the Studies

2 comments
The teaching of Natural Sciences in high school in Brazil suffers from three major problems. The
first, and more seriously, is the almost absolute absence of laboratory classes in schools for
conduct experiments. Studying science is more than just memorizing principles, terminology and
formulas; it is to see how these things truly describe what exists and what happens in
real world.

You can ace the Physics and Chemistry exams at ITA, but if you have never taken one
simple electrolysis experience, you do not know Physics or Chemistry. You can proceed
first place for the Medicine course at USP, but if you have never looked at a cell of your
own oral mucosa under a microscope, you still do not know what Biology is.

The second major problem is the declining rigor of textbooks over time.
decades. The science books are graphically beautiful, all accompanied by resources
multimedia. But the content is shallow, the exercises are very easy, and the presentation of
outdated subjects, when we compare these works with their foreign counterparts. For
For example, the national Biology books still work with the old taxonomy of the 'five
kingdoms of living beings, while the prevailing paradigm worldwide is that of the three domains.

The third problem relates to the conceptual interdependence between the three sciences and the
lack of synchronization between your program contents. This becomes more evident in the first
year of High School. To understand atomic theories and the properties of bonds and
chemical reactions, it is necessary to know the basics of Electromagnetism, Radioactivity and
Quantum Physics, topics that will only be covered in Physics classes in the third year. Of the same
form, one of the first subjects studied in Biology is the complex cellular biochemistry,
but the Organic Chemistry necessary to fully understand biochemical phenomena is only
taught in Chemistry classes in the third year.

It's no wonder that so many students find these subjects incomprehensible! They
they are simply not taught in the correct order. Drawing an analogy with the
Mathematics would be like teaching powers and roots before teaching multiplication and division.

Studying these subjects in the correct sequence, however, brings a fourth problem. If all of the
Physics should be studied before Chemistry, and all of Chemistry before Biology, when the student
finishing Biology will have already forgotten Physics and Chemistry. But, to take the Enem and the
In the entrance exam, the student needs to have all the content from the three subjects fresh in their mind.
memory. So how to do it?
The answer is to study each subject, initially one after the other; and then,
review them simultaneously. This can be done with the same collections of books or with two
or more collections for each subject. I developed a study sequence in these molds.
Confer

Prerequisite:⟶ Paiva's Mathematics⟶

Humanities and Social Sciences:⟶ Fundamentals of Physics⟶ Chemistry in the Approach
everyday⟶ Biology of Amabis and Martho⟶ Fundamentals of Astronomy⟶
Contextualized Physics Questions + Chemistry Review Notebook + Notebook
Biology Review⟶
Mathematics, Engineering, Computing:⟶ Classical Physics by Sampaio and Calçada+
Chemistry of Feltre+ Concepts of Biology+ Astronomy and Astrophysics+ Computer
Science – An Interdisciplinary Approach⟶
Physics, Astronomy:⟶ College Physics for AP Courses⟶ Geosystems: An Introduction
To Physical Geography⟶ Astronomy
Chemistry, Pharmacy⟶ Chemistry Atoms First⟶ Almeida's Organic Chemistry
Barbosa⟶
Biology⟶ Biology for AP Courses
Geology, Oceanography, Climatology:⟶ Geosystems: An Introduction To Physical
Geography⟶ Astronomy
Olympics
Physics:⟶ Modern Physics for Entrance Exam Students⟶ Fundamentals of Mechanics vol. 1⟶
Fundamentals of Mechanics vol. 2⟶ Selected Problems of Elementary Physics
(Saraeva)⟶ Physics Problems (Kosel)⟶ Physics Problems (Krotov)⟶ Physics
at Olympic Level⟶ General Physics Problems (Iorodov)
Chemistry: ⟶ 70 Hair-Raising Chemistry Problems⟶ Chemistry Training -
Radioactivity⟶ Training in Chemistry - Solutions, Dosages, Colligative⟶
Problems of Physical Chemistry - IME - ITA - Olympiads⟶ Training in Chemistry
IME – ITA – Unicamp⟶ Mission Rescue: Chemistry - IME⟶ Training in Chemistry
MEXT (Ministry of Education, Culture, Sports, Science and Technology)

Astronomy:⟶ General Astronomy Course⟶ Guide to Sky Recognition⟶

Exercises in Astronomy and Astrophysics⟶ A Problem Book in Astronomy and
Astrophysics
Biology:⟶ Campbell Biology/ Campbell Biology⟶ Life: The Science of Biology

Some important observations. Paiva's Mathematics is the prerequisite for all the
scientific disciplines, regardless of other collections that are indicated in
Mathematics Curriculum.

If you are going to pursue a career in the field of Humanities and Social Sciences (HSS), study the
suggested collections one after another, as indicated. Just leave it to study the
Chemistry and Biology Review Notebooks, and also the Contextualized Physics Questions
(to be published soon), simultaneously, at the end of it all. (These review materials
they are at the end of the files of each collection.

If you are going to pursue a career in Mathematics, Engineering, and Computing (MEC), initially
follow the same sequence for HMCS, but use the review exercises at the end of each
collection, and not at the end of everything. Because you will do the simultaneous review with another three
collections, to be used simultaneously (note the plus signs), for you to have a
a quite solid scientific basis. At the same time, I studied Computer Science,
what will be very important for you in college.
If you want to pursue Natural Sciences at university, you should start by following the
same collections as the people from MEC (including Computing). Then, you grab books
introductory courses in university only in the scientific field that you will follow. Want
Say, if you are going to take a course in Physics, you only follow the collections of Physics,
put aside those of Chemistry and Biology. Similar to the other areas.

I think it's important for someone who is going to pursue a career in Natural Sciences to have a
knowledge of geosystems more in-depth than what is taught in school books
Geography. Many topics related to this subject are covered in the Enem and entrance exams.
(such as global warming and environmental degradation), and demand treatment
truly interdisciplinary.

Astronomy is a subject that is not included in the curriculum of high school, nor is it
charged in the Enem or in the entrance exam. But if you like the subject and have time for it, the
recommended books are great introductions to the subject, and will also reinforce content of
Mathematics and Physics, and even a bit of Chemistry and Biology. Well, if you don't care about the subject,
just ignore these recommendations.

If your goal is to participate in Science Olympics, or if you want to reach a level

advanced knowledge in your favorite subject, the latest book series are for
you. For the Astronomy and Biology Olympics, they are the ones indicated in the last part. (In this case
from the book Biology by Campbell, you can choose between the translated version, which is from a
the oldest edition, or the original version, which is two editions newer.

More attention! The books indicated for the Science Olympics are only for the nationals.
For International Olympiads, it is necessary to study from university textbooks. If this is your
ambition, know everything you will need in thesitedo NOIC.

And if you, no matter how much you like all these subjects, don't have time for all of this? Focus.
It is not essential to pass the Enem or the entrance exam. The sequence proposed for MEC should
is enough for you to be accepted into almost any university.

Published by Serjão

I don't know how the world sees me; but to myself, I seem to be just a boy.
playing on the beach, entertaining myself by finding a smoother pebble every now and then
or a shell more beautiful than the ordinary, while the vast ocean of truth
unexplored expanse before me. (Isaac Newton)See all posts by Serjão

2 comments on 'Science Curriculum - Books'

Nationals and Foreigners

HENRIQUE SAID:
September 8, 2021 at 5:58 PM

Great content!!!
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Mathematics Curriculum ― National Books and

Foreigners

inCDF's Resume, Mathematics and Geometry, Planning the Studies

6 comments
I have written a lot about Mathematics here in the CDF Guide; therefore, I will just present the
Mathematics Curriculum of the CDF without justifying my suggestions.

Prerequisites:Prealgebra⟶ Elementary Algebra⟶ Intermediate Algebra⟶

Humanities and Social Sciences:⟶ Paiva's Mathematics⟶ PrecalculusCollege
Algebra+ Algebra and Trigonometry⟶ Statistics High School⟶
Natural Sciences:⟶ Concepts of Mathematics/ Fundamentals of Elementary Mathematics
⟶ Elements of Geometrye Geometric Drawing⟶
Mathematics, Engineering, Computer Science:⟶ Collection of the Mathematics Teacher⟶
Mathematics Olympics:⟶ Elements of Mathematics⟶ Combinatorial Analysis and
Probability⟶ Elementary Mathematical Problems⟶ Mathematics Topics
Elementary⟶
IME, ITA:⟶ Mathematics at ITA IME Level⟶ Mathematics Topics IME – ITA –
Olympics⟶ Selected Mathematical Problems – IME – ITA – Olympiads⟶ A
Mathematics in the ITA Entrance Exam⟶ Mathematics in the IME Entrance Exam

Some observations, only. Prealgebra, Elementary Algebra, Intermediate Algebra

to be studied by those who did not have a good mathematical foundation in elementary school.
Precalculus, College Algebra, Algebra and Trigonometry are marked with a plus because
They are meant to be studies together. The thing is that these OpenStax books have several chapters and
common sections, but they are not exactly identical. So, you should use one of them as
Base and complementary with the other two. High School Statistics has more content than it is.
charged in the entrance exams, but this will not harm you. (As the ancients used to say: "What doesn't kill you..."
fat...)

Remember that you can automatically translate the pages of OpenStax books in
Chrome and Edge browsers. (In Firefox as well, but extensions need to be installed.)

The notions of Mathematics and the fundamentals of Elementary Mathematics are represented with
a bar because you can study either of these collections or both. It will depend
how much time you have to study and how deep you want to go. In general, NM has
easier explanations and more basic exercises than FME. Remembering that I have two
study scripts, just onefor FME, another combinationFME and NMI didn't do a
script only with NM; but it's just you take the agreed script and ignore all the lines
related to the FME.)

The Professor's Mathematics Collection is not meant to be studied in its entirety. (Only what is necessary)
(integral...) The books I consider most useful for pre-university students are:
 The Mathematics of High School, in four volumes (the fourth is only with the solutions of
problems), which emphasizes theory and demonstrations more, and less on techniques of
problem solving;
Temas e Problemas,Logaritmos,Progressões e Matemática Financeira,Trigonometria
Complex Numbers, four little books that expand the theory and applications of these.
subjects;
Introduction to Set Theory, a rigorous yet accessible treatment of the most
important concept of modern Mathematics;
Combinatorial Analysis and Probability, perhaps the most comprehensive and enlightening book on
Portuguese about these thorny themes;
Eight little books that teach what Geometry really is:
Euclidean Plane Geometry
Introduction to Spatial Geometry
Coordinates in the Plane (with Exercise Solutions)
Coordinates in Space,
Isometries,
Measure and Shape in Geometry
Geometric Constructions
Geometric Constructions - Exercises and Solutions.

I suggest studying the CPMs in the order presented above.

Topics of Elementary Mathematics is a subcollection of the CPM created for those who compete
Mathematics Olympiad.

Like in the other curricula I propose, each series of books is a continuation of

previous sequence. Thus, those who are going to take HCS can stop at Statistics. Those who are going to do
Natural Sciences should study the same books proposed for HCS, but go further.
completing the famous FME. Anyone taking MEC should delve even deeper into
subject, reaching the CPM.

Those who compete in Math Olympiads should at least reach the TPM.
subcollection of the CPM. And this is just for the Brazilian Olympics! If you want to know what it is
necessary to face the International Olympics, see in thesitedo NOIC.)

And if your goal is the IME or the ITA, you should skip the Geometric Drawing and the Collection of
Mathematics Professor (How it pains me to suggest this!), and going straight from the FME to the Elements of
Mathematics. And after completing the sequence of the Olympics, you take the books from the Publisher
Vestseller solves as many similar questions from ITA and IME as you can.

But being realistic, you might not have time to complete the entire sequence. Go, then, the
as far as you can. If you can complete the FMEs, you will be able to face almost anything
entrance exam with confidence. (Except for the IME and ITA.) What comes after this is for you
arriving at college mastering Mathematics.

Published by Serjão
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Guidelines for those who really enjoy studying.

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The Uses of Writing Instruments

inStudy Techniques
3 comments
Who does not work with the pen, works with the pickaxe.
(Juventino da Silva, my father.)

It may seem unnecessary to discuss tools that you are used to using for
ten years or more, since you learned to read and write. But precisely because you are
Used to using them the same way, you may not be using them in the best way.
How many times have you had to interrupt an exercise or a note because the tip
Did the pencil break or did the pen smudge?

I will describe some characteristics, variations, and best uses of instruments with
graphite (pencils and mechanical pencils) and with ink (pens). Not that this will make much difference in your
learning. But it can make some difference in your performance, in the use of your
time. At least, so you don't have to interrupt a thought at a moment
important.

Pencil, what do I want you for?

The first writing instrument that everyone learns to handle, even during the
literacy, is the pencil. Because it requires the least specialized technique to use. But the
disadvantages are well known. First, it is necessary to redo the tip frequently,
with a razor, knife or, in a safer way, a sharpener. But the worst is that the lead
the internal graphite breaks easily with the inevitable falls to the ground.

Manufacturers have devised some tricks over time to reduce falls:

hexagonal shape (prismatic with a hexagonal base) instead of cylindrical, to prevent the pencil
table role; the rough finish, instead of smooth, and even with some little bumps, for
to avoid slipping from the hand. But the problem of the breaking of graphite, in itself, is unsolvable, because it is
inherent to the 'project' of the pencil. Once the lead is glued to the wooden casing, the impact
the stays is transmitted entirely to the graphite, which can break at any point
of its length ― and often breaks at various points.

The mechanical pencil emerged as an evolution of the pencil. Initially, the internal leads had the
the same length and thickness as those of pencils, but were sheltered in a
internal compartment, without direct contact with the metal or plastic body of the mechanical pencil. The
the mine was fixed to the casing only by the pointed end, so that, in case of
only this tip could break.
Also, in the original mechanical pencils, the tips still needed to be sharpened, usually with a
a built-in sharpener in the instrument itself. Until the Japanese, perfectionists as they are,
no one, they decided to put an end to this need to sharpen the tips, making mines very
fines: of 0.9, 0.7, 0.5, 0.3, 0.2 mm, as the manufacturing technique was being improved.
With this, several mines could also be kept in the internal compartment of the
mechanical pencil.

The problem is that the thinner the mines, the more brittle they are. It is necessary
extreme care to insert or remove them from the mechanical pencil without breaking them. The lead that is
with the exposed tip breaking unnecessarily, not only in falls but also with just the mere applied force
when writing. The mechanisms for advancing the mines are also more prone to jamming, and
removing broken pieces from mines is quite tedious, to say the least. The manufacturers
they break their heads trying to invent better mechanisms to advance while at the same time
to protect the mines, but they only slightly alleviate the problem.

But the most annoying thing about mechanical pencils is that their lead advancement mechanisms, no matter how
robust and sophisticated as they may be, they wear out and get damaged after a while, which varies
according to the better or worse quality of the materials and the greater or lesser care of the user.

So, the choice between pencils and mechanical pencils really depends on what bothers you more. If
if you like a very fine tip and don't have the patience to sharpen it all the time, it's better
the mechanical pencils with super fine leads. If you don't mind a thicker line, or you don't
If you're uncomfortable sharpening frequently to maintain a fine point, a mechanical pencil is better.
of my big ones. If you find it annoying to deal with the fallible mechanisms of mechanical pencils,
prefers the pencils anyway.

Whatever external casing you prefer to encase the graphite mines, a

technical aspect that should be taken into account, but that many students do not pay much attention to (or
They get a little confused) it is hardened graphite. Hardness, here, is in the sense that one learns in the
Chemistry classes, that is, resistance to risk, not to breaking. It is somewhat counterintuitive, but
when you run a graphite tip over the paper, it is the graphite that gets scratched (that is,
worn by friction), not the paper! The layer of graphite left on the paper, sometimes
called "risk", is more appropriately called "trait".

Well then. Manufacturers use a hardness scale for pencils (invented by Faber Castell,
by the way), although not all offer pencils and leads covering the entire scale. In ascending order
of hardness, we have: 9B, 8B, 7B, 6B, 5B, 4B, 3B, 2B, B, HB, F, H, 2H, 3H, 4H, 5H, 6H, 7H, 8H, 9H. The
graphites with the letter 'B' (from black, 'black' in English) are softer and produce darker marks
darker and thicker, which makes them more suitable for sketches and artistic drawings. The
Graphites with the letter 'H' (for hard, 'hard' in English) are harder, and produce harder marks.
clearer and thinner, which makes them more suitable for geometric and technical drawings.

To write, the most appropriate pencils are those that are in the middle of the scale, between '2B' and
'2H'. (By the way, the 'F' category, right in the middle, is named after the English word fine.) One
very soft graphite will smudge the paper if you run your hand or finger over the line, which
it is inevitable when writing. A very hard graphite will leave a very clear mark,
little contrasting with the white of the paper, tiring the reading.

But that doesn’t mean you should use only one type of graphite for writing.
students do not realize, but they can use pencils of different hardness for different
purposes, in order to optimize your studies. For example, in notes, essays, answers
For essay questions, you can use a medium hardness pencil, such as HB, by default, and
highlight an important word or formula in your text by writing it in bold
softer and darker, like 2B. (It has to be a jump of at least two 'stops' on the scale)
from hardness to provide a clear contrast of color intensity in your text.) This reproduces the
the effect of blackening all printed texts, and is considered more 'clean', 'elegant' and effective of
that underline the words. (Have you noticed how underlined words are not used in texts.
professional prints? Graphic designers abhor underlines!)

In questionnaires, or exercise lists in general, you can also use a more graphite.
soft and dark for the statements, and another harder and clearer for the answers. In exercises of
Mathematics, Physics, or Chemistry, you can use pencils B or 2B for the statements and the
final answers, HB or F for step-by-step resolutions, and H or 2H for auxiliary calculations
schematic drawings. Yes, you will spend a few extra seconds switching pencils or
pencil, but your exercises will be easier to review and correct later.

In the drawing of Cartesian graphs, you can use a 2B pencil for the coordinate axes;
a 2H pencil for the auxiliary lines parallel to the axes, used to mark the points
important points of the graph, which usually appear dotted in books. (Drawing
by hand, a continuous line is faster to make than a dotted one.) And finally, a
HB graphite for drawing the curve of the graph itself.

In Spatial Geometry, in the (necessarily flat) representation of prisms, pyramids and

Polyhedra, the visible edges 'in front' can be highlighted with a darker graphite.
(like B) that the hidden edges "behind" (with H), in order to make the representation more
Clara. (Again avoiding the annoying dotted and dashed lines to make.)

In Geometric Drawing, you can draw auxiliary lines in the construction of a Place.
Geometric with a light graphite, such as 2H or H, and the final line with a graphite
HB is an average. Graphite B and 2B are not very suitable for geometric drawing, as they can
erase when passing the drawing instruments or hands over it. But, if it is a
very complex construction, in several steps, you can use H for the most intricate lines
basics, the HB for intermediate constructions, and the B for the final result.

Another resource that students neglect is colored pencils. Their leads are not
graphites, but solid inks made with non-toxic materials. They are not only for classes
of drawing and painting. Can be used in any situation where different colors
can serve to highlight different information. For example, in Mathematics, in
set theory, Venn diagrams can be colored with different colors to
highlight unions, intersections, or complements. In Plane or Spatial Geometry, one can
color an area or a volume that one intends to calculate.

In Cartesian graphs, a color can highlight a region bounded by two curves, or

between a curve and a coordinate axis. Statistical graphs (bar chart, pie chart, distribution
they also benefit from different colors for different data cuts - such as
it can be seen in any newspaper or magazine.

And you won't need a pencil case with 60 colors to do this! Three or just
four pencils, preferably in light colors, but clearly discernible (blue, green, yellow, pink,
purple). If you have any degree of color blindness, use only colors that you can distinguish.
good.

Everything black and white

Putting the pencils aside, let's move on to the markers. There is a huge variety in the stationery stores.
currently, enough to make anyone dizzy with the endless options! But the
most of the variations announced as great advantages of some models over others
are of little relevance to your performance in studies. In reality, there are few, and very
well defined, the important characteristics that you should take into account when
choose pens. Here we go...

The first and most obvious characteristic of a pen is the color of its ink. It has been standardized in
our school and office culture is that the colors blue and black are more 'serious', and for that reason
even are required to respond to exams, sign documents, take the Enem, in
entrance exams and public competitions. Other colors, such as green and lilac, are considered more
"decorative"; red, in particular, is meant to attract attention, usually for errors, in the
correction of exercises and tests. They are such old and ubiquitous conventions that no one
You know, or are you interested in knowing, how they came to be.

So here I'm going to make a revelation that came to me when I was already in college. In
Indeed, you don't need pens of any color other than black! Your
teachers may still need red pens to grade tests; but you, to study
for the tests, it's not necessary.

Look at any printed text in professional publications - newspapers, books, magazines,

same pamphlets. What color is the running text? Is it blue? No! Invariably, it is black. The reason
It is that black is, obviously, the color that offers the greatest contrast, and therefore, better.
readability (ease and comfort in reading), against white or light backgrounds, like they are
majority of the paper used for printing or writing. Even on colored backgrounds.
intense, black stands out better than other colors for the text. Only with backgrounds
truly dark ones, which are less common, use light colored paints, generally
white.

For the same principles that guide graphic designers when choosing color (almost
always black) of the printed texts should also guide you when choosing
the color of your writings - which means that your pen must be black.

But it's not just by using black pens that your notes, essays, and answers
discursive questionnaires will always have to be 'monotonous'. Again, observe the
printed publications. Graphic designers use various resources to give 'color' to their
texts in black ― and, above all, to convey differentiated information with them
variations. Italics and bold are the most basic variation resources, but they should be
used sparingly, so the text doesn't become too 'fantastical'. (I will talk about italics and bolds.
but later.) Varying the size of the letters or the typeface (the "style" of the letters) is also
quite common.

In your notebooks, you can use similar features to highlight words, phrases or
even whole paragraphs of your texts. You can switch between handwriting in the text
corridors and lyrics in titles and subtitles, for example - uppercase in titles, and
lowercase in subtitles.

The second technical criterion by which you should choose your pens is the thickness of the strokes.
that they leave on paper. People with 'large' handwriting (manual writing would be the more appropriate term)
they should use pens that make thicker strokes; large letters (here are the letters
The same alphabet) with very thin strokes compromise readability. People with a
small handwritten writing should use pens that make finer lines; small letters
thick strokes compromise legibility (the greater or lesser ease of distinguishing)
the letters), and also, consequently, the readability.

(Don't just take my word for it. Do your own tests by writing four paragraphs)
alternating, with the same number of lines, in large and small letters, using pens
thick and thin. Then, ask other people to evaluate which are the best and which are the worst.
worst to read.)

The thickness of the pen strokes is usually indicated on the packaging, but, for the most part
sometimes, in a somewhat vague way - 'medium', 'fine', 'extra fine', etc. The problem is
that, for different types of tips (and today there are almost as many types as there are brands of
For pens, manufacturers use different criteria to define what they consider as a line.
"medium" or "fine". Rollerball pens classified as "fine writing" produce lines
thicker than ballpoint pens classified as 'medium'.

Some manufacturers indicate the thickness of the tips of their pens on the packaging.
(fractions of) millimeters. Even so, this information is not enough to have a notion
exactly the thicknesses of the strokes of these pens. Because pens with tips of the same
size, but with different technologies at those ends, let more or less ink flow in
paper. In any case, the thickness of the stroke will almost always be greater than the diameter of the
pen tip, because the ink, when absorbed by the paper, spreads a little 'to the
"sides". The more fluid the paint, the greater this spreading.

In the end, the only way to know the exact thickness of a stroke made by a
pen, and assess whether it is suitable for the size of your handwriting, is to test the pen.
That’s why all stationery stores have little papers to scribble on next to the pen shelves.
However, people in general use these little papers just to check if the pen is not 'dry'.
(that is, if the ink flows well), or if it is 'smooth' to write.

Next time you go to buy pens, take your own notebook, a notepad.
that it be, not a loose leaf. Place it on a horizontal surface and write some
words with the pens that test - your name and that of your boyfriend/girlfriend, for example.
Thus, you will simulate, as closely as possible, the actual use you will give to your
pen. And you will know if the thickness of its stroke is suitable for your writing.

But do not focus on a single thickness of pen stroke. In the same way that it is useful, in
In the case of pencils and mechanical pencils, using graphite of different hardnesses can also be useful.
pens with different stroke thicknesses. You can use pens that make thicker strokes.
finer or thicker to simulate italics and bold, respectively. With care to,
when to use a thicker stroke, to increase the font size a little, so as not to
compromising readability; and when using a thinner stroke, slightly decrease the letters,
to not compromise readability.

Onegritoserve is used to highlight titles and subtitles, as well as some words or terms more.
important in a continuous text, such as when defining a concept or presenting a
main idea. You can simulate bold in your handwriting by using a size of
slightly larger font and a thicker stroke.

It is used to highlight words that, in a spoken discourse, would be pronounced with a

a different way, to emphasize an uncommon meaning, a figurative sense, a function
peculiar in the sentence. Words in foreign languages should also be written in italics,
unless they are acronyms or proper names.)
In fact, the letters printed in italics are not necessarily thinner than the 'normal' ones.
that are defined as being inclined to the right and having some 'quirks' in their design, the
which makes them quite tedious to reproduce by hand. But, due to some optical effects and
neurological issues (the way the brain interprets visual information), letters in
italics may seem more "light" or more "fine" to readers. Hence, to achieve in a
handwritten text has a similar effect to that of italics in print, it does not need to be slanted or
To highlight the letter, just use a pen with finer lines than the one used for the rest of the text.

Summarizing this part:

Preferably use black pens.

If you write in large letters, use a 'medium' pen for most of your text, a
a thicker pen to simulate bolds, and a third pen, thinner, for
similar italics.
If you write small letters, use a 'fine' pen for most of the text, a pen
"medium" to simulate bold, and a "thin" to simulate italics.

If you vary the thickness of the strokes and the size of your pen writing to highlight a
or another word in your text, and also use uppercase letters in the titles and
lowercase in the subtitles, you will produce a 'clean' and organized notebook, with notes,
exercises and essays are better to be read and understood, even using only ink
ghost.

Drunk, this misunderstood one!

Now that I've opened your mind to new and more productive ways of using your
writing instruments, I will conclude by talking about the 'other side of the coin': the instruments of
turn off - the erasers. There isn't much to say about them. Their variety nowadays is
impressive, in formats, sizes, and materials. The best promise to leave less
‘crumbs’ when they are used, and to smudge the paper less. But that also depends on the type of
paper and graphite that they will erase. A good eraser for erasing graphite lasts on a paper
Rough can be terrible for erasing soft graphite on smooth paper. Only testing will really tell.
(There are several 'test-drives' of rubbers on YouTube.)

But all of them are only used to erase graphite; even those that are advertised as
"Ink eraser" is miserable in this regard. In the case of graphite, this material is deposited.
like a thin layer over the surface of the paper, which can be removed with some
ease. The problem with the ink of a pen (and also the pigment of a colored pencil,
although to a lesser degree), it penetrates the surface layers of the leaf before drying;
so that the only way to 'erase' the ink is to remove, by scraping, the layers of
the role she infiltrated.

I only know of a single eraser capable of doing this (removing the dyed layers from the paper): the
good old Mercur Nankin. Easily recognizable in any stationery store: small,
elongated, gray, rough, hard, crumbly; really ugly. But effective. So much so that if you use a lot
force when erasing with it, you can create a hole in the paper! (And this is one more reason to
you prefer notebooks with sheets of 90 g/m² weight, as I recommend in
pageThe Proper Use of Notebooks.)
However, more important than knowing which eraser to use is knowing when not to use an eraser.
"school culture" conditions students, from literacy, to a kind of
pernicious perfectionism, resulting from a certain 'aversion to error', manifested in
a recurring act of erasing what the student did wrong and writing the correct answer on top. As if to stop
hide the mistake, or even pretend that it didn't exist.

Now, mistakes are an important part of your learning process - even more than
the correct answers! Because the correct answers only reveal what you already know, with what you don't need
worry. The mistakes show what you still don't know, and often you think you know,
but it still needs to learn. If you simply erase your mistakes, you lose that understanding and
compromises your learning. When you return to that point, to that issue, to that
exercise, you will not know what "traps" are hidden there, behind an answer
corrected, pretty, free of errors. You learn from mistakes; you don't learn from successes.

I therefore reiterate the recommendation I made on another page (I no longer remember which one): leave
keep your eraser quiet in its corner, for when it is really needed. Examples: in Mathematics,
a silly arithmetic error, immediately identified, sometimes just the wrong copying of a
exponent or index from one line to another; in Portuguese, a mistake of accentuation or of
punctuation that you discover when reviewing your essay before submitting it to the teacher.

But the mistakes that arise from doubts of truth, confusion of concepts, forgetfulness,
reasoning failures, attempts at solutions that turned out to be 'dead ends', these you
must leave them. Do not erase them! Highlight them graphically; note next to them the nature of the error, and
below (not above), write the correct solution.

A good worker is excellent in the use of their tools. If you chose to "work with the
pen", know how to use your instrument in the best way possible. So you don't have to later,
swap it for the pickaxe...

Published by Serjão

I don't know how the world sees me; but I seem to myself to be just a boy
playing on the beach, entertaining myself by finding a smoother pebble from time to time
or a shell more beautiful than the ordinary, while the vast ocean of truth is
unexplored expanse before me. (Isaac Newton)View all posts by Serjão

3 comentários em “Os Usos dos Instrumentos de Escrita”

LUCAS HERLING SAID:

04/04/2021 at 13:58
It can even be in English.

RESPOND
LUCAS HERLING SAID:
04/04/2021 at 13:57