Prova IF-RR - 2015 - IF-RR - Professor - Português / Inglês

Questão 3071623

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

In agreement with the main topic discussed in this text, the most adequate title is:

• A. "English Teaching Methods Compared".
• B. "Effective Ways to Teach EFL Students".
• C. "The Best Materials for Language Teaching".
• D. "How to Assess Learners‘ Communicative Ability".
• E. "Challenges in Communicative Language Teaching".

Gabarito: E

Questão 3071626

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

The sentence that is in line with what the author states in the third paragraph is:

• A. Communicative-based skills focus on the content of the materials produced.
• B. ) Task-based materials are available in any language spoken in the world today.
• C. CLT teachers should be stimulated to publish and to become active researchers.
• D. CLT leaves the responsibility of evaluating students‘ performance to a national test.
• E. A task-based approach involves combining the four skills for communication purposes.

Gabarito: E

Questão 3071629

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Vocabulário | Vocabulary

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

The main stress of the word "communicative" in “communicative language teaching” (L.2) is on the:

• A. fifth syllable
• B. first syllable.
• C. third syllable.
• D. fourth syllable.
• E. second syllable.

Gabarito: E

Questão 3071632

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Substantivos contáveis e incontáveis | Countable and uncountable; Substantivos e compostos | Nouns and compounds

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

The word formed by the suffix " -ing" in:

• A. "or writing skills" (L.12) is a verb.
• B. "intensive training" (L.25) is a noun.
• C. "language teaching" (L.1) is a verb.
• D. "adjusting language" (L.15) is an adjective.
• E. "and particular learning tasks" (L.3) is a noun.

Gabarito: B

Questão 3071635

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Discurso direto e indireto | Reported speech

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

The sentence "These choices are tightly linked to questions about what it means to 'know' a language" (L.5) contains an indirect question. The direct form of this question is:

• A. What it means to 'know' a language?
• B. What if it means to 'know' a language?
• C. What did it mean to 'know‘ a language?
• D. What does it mean to 'know‘ a language?
• E. What would it mean to 'know‘ a language?

Gabarito: D

Comentários

• Esse exercício pede a forma direta, e não a indireta (reported speech)

  These choices are tightly linked to questions about what it means to 'know' a language. O Linked está no simple past.

  Quando ele está no simple past, significa que a forma direta dele é Simple present, pois de acordo com a tabela do reported speech, quando tem-se um Simple present----->Simple past

  Ficará

  D- What does it mean to 'know‘ a language? Presente

Questão 3071638

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 

These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 

Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 

The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 

As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

Read the following activities and select the one that is in line with a communicative approach:

• A. Students are asked to write a dialogue on the blackboard and read it out loud.
• B. Students are asked to write a business letter to respond to a complaint by a customer
• C. A video of a meeting is played and students are asked to repeat the pronunciation of a greeting.
• D. Students complete the missing words in a newspaper report and then use these words to write a new report.
• E. The teacher plays music, asks students to close their eyes and imagine, for one minute, that they are animals, birds, trees, or flowers.

Gabarito: B

Comentários

• Essa questão envolve interpretação e conhecimento de Metodologia de ensino da língua inglesa, especificamente a abordagem comunicativa. No terceiro parágrafo, o seguinte trecho poderia ajudar a excluir algumas alternativas:

  "Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach (...) The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum".

  Tradução: As habilidades comunicativas não podem ser simplesmente categorizadas como habilidades de fala, escuta, leitura ou escrita, como era feito em uma abordagem tradicional de quatro habilidades (...) O esforço para ensinar línguas de uma forma que englobe todas as habilidades, com base em uma visão interativa do comportamento linguístico.

  Vamos ao enunciado:

  Leia as seguintes atividades e selecione aquela que está alinhada com uma abordagem comunicativa:

  a) Incorreta - Pedir aos alunos para escrever um diálogo no quadro-negro e lê-lo em voz alta.

  Não, essa atividade se assemelha mais a uma abordagem tradicional.

  b) Correta - Pedir aos alunos para escrever uma carta comercial para responder a uma reclamação de um cliente.

  Sim, essa atividade se encaixa na abordagem de ensino comunicativo pois simula uma situação de interação real de uso da língua e todas as suas possíveis nuances.

  c) Incorreta - Um vídeo de uma reunião é reproduzido e os alunos são solicitados a repetir a pronúncia de uma saudação.

  Não, pois o ensino focado na repetição não está baseado nas habilidades de comunicação.

  d) Incorreta - Os alunos completam as palavras que faltam em uma reportagem de jornal e, em seguida, usam essas palavras para escrever uma nova reportagem.

  Não, estudo focado na habilidade escrita.

  e) Incorreta - A professora toca música, pede aos alunos que fechem os olhos e imaginem, por um minuto, que são animais, pássaros, árvores ou flores.

  Não, exemplo de ensino utilizando recursos de audição e imaginação.

  Gabarito: B

Questão 3071647

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

One of the conclusions of the study reported above is that:

• A. school curricula regarding the teaching of English in Brazil are standardized.
• B. lack of English is not relevant to Brazilian economic growth and development.
• C. there is still some resistance to see English as the most important language
• D. the younger generations think that investing in English is an unnecessary effort.
• E. teachers in Brazil have already obtained enough qualification to teach effectively

Gabarito: C

Questão 3071650

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Advérbios de: lugar, modo, tempo e freqüência | Adverbs of: place, manner, time and frequency; Advérbios e conjunções | Adverbs and conjunctions

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

The adverb in "Currently, Brazil‘s average level of education" (L.12) can be replaced without change in meaning by:

• A. actually.
• B. at present.
• C. meanwhile.
• D. concomitantly.
• E. in the meantime.

Gabarito: B

Comentários

• Currently= Atualmente (você devia saber disso estudante)

  A Actually- na verdade

  B At present- no momento, no presente, atualmente

  C Meanwhile- Entretanto

  D Concomitantly- essa não é nem ferrando KKKKKKKK

  E In the Meantime- Enquanto isso

Questão 3071653

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Advérbios e conjunções | Adverbs and conjunctions; Os advérbios (grau, a finalidade, contraste ...) | Adverbs (degree, purpose, contrast...)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

The adjective "younger" in "Younger generations are more open" (L.14) signals a(n):

• A. agent.
• B. quantifier.
• C. comparison.
• D. superlative.
• E. determiner.

Gabarito: C

Comentários

• comparative adjective: younger

• Gabarito é C

  Adjetivo de comparação a terminação é "ER" YOUNGER THAN...

  Adjetivo de superioridade a terminação é "EST" YOUNGEST...

• Questão sobre os adjetivos comparativos, que são utilizados para comparar as diferenças entre dois objetos, demonstrando superioridade de um em relação ao outro Exemplos: larger, smaller, faster, higher.

  Exemplo: My house is larger than hers

  Minha casa é maior que a dela.

  Normalmente utiliza-se a seguinte fórmula:

  Adjetivo + ER + THAN

  Exceção: Se o adjetivo terminar em Y utiliza-se o IER

  Exemplo: HappIER

  Na questão, em "Younger generations are more open" (Gerações mais jovens são mais abertas), o significado é de comparação em relação às gerações mais velhas, que não são tão abertas.

  Gabarito: C

Questão 3071656

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

From the statement "As FDI ("Foreign Direct Investment") and interaction with other countries grow, [...], the demand for English as a medium of communication will increase." (L.10) it can be inferred that it will be necessary to learn English to:

• A. participate in a globalised business world.
• B. interact with tourists during the Olympic Games.
• C. make personal investments in international banks.
• D. control the growth of the Brazilian agricultural sector.
• E. improve communication between Brazilian employees.

Gabarito: A

Questão 3071659

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Análise sintática | Syntax Parsing

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

The function of the auxiliary "do" in "(…) do need English for employment" (L.9) is to:

• A. ask a question.
• B. avoid a repetition.
• C. signal an inversion.
• D. emphasize a statement.
• E. clarify some information.

Gabarito: D

Comentários

• emphasize a statement - enfatizar uma declaração

Questão 3071662

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

The use of "there seem to be" (L.15) implies that the author is:

• A. accurate.
• B. confident.
• C. uncertain.
• D. indifferent.
• E. categorical.

Gabarito: C

Comentários

• Although there seem to be (eles PARECEM estar..) deeply-rooted ....

Questão 3071665

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

Sheen‘s analysis shows he is rather:

• A. passive.
• B. tolerant.
• C. uncaring.
• D. optimistic.
• E. disappointed.

Gabarito: E

Comentários

• Sheen‘s analysis says:

  "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning."

  A análise de Sheen diz:

  "freqüentes mudanças de paradigma no campo do ensino de segunda e língua estrangeira não resultaram em progresso significativo no aprendizado de línguas".

  Não há em tal análise passividade, tolerância, indiferença ou otimismo. Resta-nos desapontado.

• Gabarito letra E para os não assinantes.

  Desapontamento

  Texto traduzido (utilizando o tradutor do Google):

  "Ao longo da história curta do campo ESL / EFL, vários métodos foram propostos. Cada método possui por sua vez, caiu em desuso e foi substituído por um novo. Audio lingualismo, Funcionalismo,paradigmas comunicativos, e agora a moda é "programas de estudos baseados em tarefas". Em sua crítica à tarefa baseada em segundo Sheen (1994: 127), freqüentes mudanças de paradigma no campo da segunda e de outras ensino de línguas não resultou em progresso significativo na aprendizagem de línguas. "Como nenhum método provado ser mais eficaz que outro, muitos professores entraram no movimento "eclético". O senso comum teria essa como a melhor opção disponível, já que a variedade é o tempero da língua.

• E erraria dezenas de vezes. O enunciado foi explícito em falar sobre o que dispõe o ECA. Lá está previsto a possibilidade de trabalho na condição de aprendiz aos menores de 14 anos, isso foi revogado pela EC em 1998 que alterou a Constituição e vedou qualquer tipo de trabalho aos menores de 14 anos.

  Tem que prestar atenção no que pede o enunciado, não adianta brigar com a banca.

• De acordo com o enunciado, a questão pedia para encontrar o seguinte no texto:

  A análise de Sheen mostra que ele é:

  Sheen (1994:127) aponta, "mudanças frequentes de paradigma no campo do ensino de segunda e língua estrangeira não resultaram em progresso significativo no aprendizado de línguas".

  Analisando as alternativas, podemos interpretar que há uma decepção na fala de Sheen, pois não encontrou progresso no aprendizado de línguas. Dessa forma:

  A) Incorreta - passive = passivo

  B) Incorreta - tolerant = tolerante

  C) Incorreta - uncaring = indiferente

  D) Incorreta - optimistic = otimista

  E) Correta - disappointed = decepcionado

  Gabarito: E

• A questão é de interpretação textual em inglês, exigindo muita atenção na leitura para o correto entendimento da mensagem passada.

  O enunciado pede para que o aluno interprete uma parte do texto (a fala do Sheen), de modo a indicar qual a ideia passada por ela no contexto geral.

  A fala a ser analisada é: “frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning". Nesse sentido, ele afirma, em tradução livre, que as mudanças de paradigma frequentes no campo de estudos sobre o ensino de línguas estrangeiras não resultaram em nenhum progresso significativo na aprendizagem das línguas.

  Assim, as opções apresentadas são alternativas que definiriam como Sheen se sente em relação ao exposto em sua fala. São elas: (A) passive - passivo; (B) tolerant - tolerante; (C) uncaring - indiferente; (D) optimistic - otimista; (E) disappointed - decepcionado.

  Nesse sentido, não há a interpretação de passividade, tolerância, indiferença ou otimismo na análise de sua fala. Assim, a alternativa correta é “disappointed”, uma vez que há um certo tom de pesar e decepção inferido em seu discurso, no sentido em que, mesmo com tantas pesquisas, ainda não há resultados conclusivos.

  GABARITO: LETRA E

Questão 3071668

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

When the text informs that "Common sense would have this as the best available choice" (L.7), it implies that the best method should be:

• A. diversified.
• B. imposed.
• C. planned.
• D. tested.
• E. safe.

Gabarito: A

Comentários

• A questão é de interpretação textual em inglês, exigindo muita atenção na leitura para o correto entendimento da mensagem passada.

  O enunciado pede para que o aluno interprete uma parte do texto, de modo a indicar qual a ideia passada por ela no contexto geral.

  Para resolver essa questão, é necessário ler os trechos anterior e posterior ao destacado, que revelam, respectivamente, que não há comprovação científica de maior eficácia de um método sobre outro, o que leva os professores a variarem bastante e a um efeito adesão, e que o senso comum indica que isso seria bom, justamente porque a variedade é intrínseca ao bom aprendizado de línguas.

  As alternativas apresentam que a melhor opção metodológica teria um dos seguintes caráteres: (A) diversified - diversificado; (B) imposed - imposto; (C) planned - planejado; (D) tested - testado; (E) safe - seguro.

  Compreendendo a mensagem do texto conforme apresentado acima, a melhor opção seria a letra A (“diversificado”), justamente porque o texto expõe a variedade como sendo o melhor método diante da falta de superioridade comprovada de alguma metodologia e da valorização da variedade nesse contexto de linguagem.

  GABARITO: LETRA A

Questão 3071671

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

The expression "variety is the spice of language" (L.7) is a metaphor related to the language of:

• A. food.
• B. fashion.
• C. housing.
• D. schooling.
• E. economics.

Gabarito: A

Comentários

• Questão de interpretação de texto e conhecimento de vocabulário, que se consegue entrando em contato com a língua estrangeira.

  A questão traz uma expressão em inglês bastante utilizada, também usada no português, por isso a importância de prestar atenção às expressões usadas em filmes por exemplo.

  Segue tradução da questão:

  A expressão "variedade é o tempero da linguagem" (L.7) é uma metáfora relacionada à linguagem de:

  Sabendo que "spicy" é uma metáfora que vem do vocabulário sobre comida:

  A) Correta - Comida.

  B) Incorreta - moda.

  C) Incorreta - habitação.

  D) Incorreta - escolaridade.

  E) Incorreta - economia.

  Gabarito: A

Questão 3071674

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Vocabulário | Vocabulary

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

The word "field" (L.1) rhymes with:

• A. held.
• B. titled.
• C. yield.
• D. paralleled.
• E. disadvantaged.

Gabarito: C

Questão 3071677

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

The sentence "many teachers have jumped on the "eclectic" bandwagon." (L.6 ) implies a perspective that the teachers have:

• A. embraced.
• B. criticized.
• C. avoided.
• D. refused.
• E. revised.

Gabarito: A

Comentários

• (A)

  many teachers have jumped on the "eclectic" bandwagon

  Muitos professores saltaram na onda eclética

  embraced--->Abraçar

  (B) Criticar

  (C) Evitar

  (D) Recusar

  (E) Revisar

• A questão pede para escolhermos o termo que melhor transmite o significado da ação dos professores na frase.

  • "many teachers have jumped on the "eclectic" bandwagon."
  • "varios professores saltaram na onda ecléctica."

  A expressão em inglês "jump on the bandwagon" significa se juntar a algo que se tornou muito popular, ou mudar sua opinião (favoravelmente) a respeito de algo que se tornou popular recentemente.

  Embraced = Abraçaram

  Criticized = Criticaram

  Avoided = Evitaram

  Refused = Recusaram

  Revised = Revisaram

  O termo que melhor traduz a ideia e o significado da expressão "jump on the bandwagon", e consequentemente da frase, é "Embrace"

  GABARITO: A

Questão 3071680

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Português / Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

An exercise in which the student is expected to contextualize, negotiate and construct meaning is seen as an outcome of:

• A. behaviourist practices.
• B. suggestopedia quizzes.
• C. audiolingual approaches.
• D. sociointeractionist models.
• E. grammar-translation strategies.

Gabarito: D

Questão 3072490

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Administração; IF-RR - 2015 - IF-RR - Professor - Alimentos; IF-RR - 2015 - IF-RR - Professor - Arte e Música; IF-RR - 2015 - IF-RR - Professor - Ciências Agrárias; IF-RR - 2015 - IF-RR - Professor - Ciências Sociais; IF-RR - 2015 - IF-RR - Professor - Contabilidade; IF-RR - 2015 - IF-RR - Professor - Economia; IF-RR - 2015 - IF-RR - Professor - Enfermagem; IF-RR - 2015 - IF-RR - Professor - Libras; IF-RR - 2015 - IF-RR - Professor - Matemática; IF-RR - 2015 - IF-RR - Professor - Português / Inglês; IF-RR - 2015 - IF-RR - Professor - Química; IF-RR - 2015 - IF-RR - Professor - Turismo
• Disciplina: Pedagogia
• Assuntos: Legislação da Educação; Lei nº 10.639 de 2003 - Obrigatoriedade da Temática “História e Cultura Afro-Brasileira"; Lei nº 9.394 de 1996 - Lei de Diretrizes e Bases da Educação Nacional (LDBEN) e suas alterações

A Lei Federal n° 11.645/2008 alterou a Lei de Diretrizes e Bases - LDB (Lei Federal n° 9.394/1996), para incluir no currículo oficial da rede de ensino a obrigatoriedade da temática história e cultura afro-brasileira e indígena. O caput do artigo 26-A prevê expressamente que "Nos estabelecimentos de ensino fundamental e de ensino médio, torna-se obrigatório o estudo da história e cultura afro-brasileira e indígena". No parágrafo segundo consta que: "Os conteúdos referentes à história e cultura afro-brasileira e dos povos indígenas brasileiros serão ministrados no âmbito de todo currículo escolar, em especial nas áreas de:

• A. educação artística e de filosofia.
• B. educação artística e de matemática.
• C. literatura e história brasileiras e de filosofia.
• D. matemática e de literatura e história brasileiras.
• E. educação artística e de literatura e história brasileiras.

Gabarito: E

Comentários

• gabarito letra E

• A Lei 11.645/2008 altera a Lei 9.394/1996, modificada pela Lei 10.639/2003, a qual estabelece as diretrizes e bases da educação nacional, para incluir no currículo oficial da rede de ensino a obrigatoriedade da temática “História e cultura afro-brasileira e indígena”.

  nas áreas de: educação artística e de literatura e história brasileiras.

Questão 3072493

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Administração; IF-RR - 2015 - IF-RR - Professor - Alimentos; IF-RR - 2015 - IF-RR - Professor - Arte e Música; IF-RR - 2015 - IF-RR - Professor - Ciências Agrárias; IF-RR - 2015 - IF-RR - Professor - Ciências Sociais; IF-RR - 2015 - IF-RR - Professor - Contabilidade; IF-RR - 2015 - IF-RR - Professor - Economia; IF-RR - 2015 - IF-RR - Professor - Enfermagem; IF-RR - 2015 - IF-RR - Professor - Libras; IF-RR - 2015 - IF-RR - Professor - Matemática; IF-RR - 2015 - IF-RR - Professor - Português / Inglês; IF-RR - 2015 - IF-RR - Professor - Química; IF-RR - 2015 - IF-RR - Professor - Turismo
• Disciplina: Pedagogia
• Assuntos: Gestão de Projetos Educacionais; Metodologia de Projetos: um Caminho entre a Teoria e a Prática; Pesquisa em Educação; Projeto Político Pedagógico; Temas Educacionais Pedagógicos

A construção de Projetos nas escolas se remete ao planejamento que se tem intenção de fazer, de realizar. É uma forma de antever um futuro diferente do presente. Gadotti (1994, p.579) afirma que “todo projeto supõe rupturas com o presente e promessas para o futuro. Projetar significa tentar quebrar um estado confortável para arriscar-se, atravessar um período de instabilidade e buscar nova estabilidade em função da promessa que cada projeto contém de estado melhor do que o presente. Um projeto educativo pode ser tomado como promessa frente a determinadas rupturas. As promessas tornam visíveis os campos de ação possível, comprometendo seus atores e autores.”

Nessa perspectiva, o Projeto Político-Pedagógico vai além de um simples agrupamento de planos de ensino e de diversas atividades.

Ele é construído e vivenciado em todos os momentos, por todos os envolvidos com o processo educativo da escola.

Diante do exposto, pode-se afirmar que o Projeto Político-Pedagógico é:

• A. uma ação rotineira, com um sentido explícito. O político e o pedagógico têm uma significação dissociável, não imbricadas. Considera-se o Projeto Político-Pedagógico como um processo de permanente reflexão e discussão dos problemas da escola.
• B. uma ação intencional, com um sentido explícito e com compromisso definido coletivamente. É político, no sentido de compromisso com a formação do cidadão para um tipo de sociedade. É pedagógico, no sentido de definir as ações educativas e as características necessárias às escolas de cumprirem seus propósitos e sua intencionalidade.
• C. uma construção possível, mas não necessária. O Projeto Político-Pedagógico mobiliza o convencimento dos professores, da equipe escolar e dos funcionários a trabalhar mais, para, assim, proporcionar situações que permitam aprender a pensar e realizar o fazer pedagógico.
• D. um rearranjo formal da escola, que visa organizar o trabalho pedagógico e, principalmente, administrativo, no que tange às questões financeiras.
• E. uma construção autônoma que tem como autores e atores do processo somente os diretores e professores da unidade escolar.

Gabarito: B

Comentários

• GABARITO LETRA B

• A) uma ação rotineira, com um sentido explícito. O político e o pedagógico têm uma significação dissociável, não imbricadas. Considera-se o Projeto Político-Pedagógico como um processo de permanente reflexão e discussão dos problemas da escola. (ERRADO)

  B) uma ação intencional, com um sentido explícito e com compromisso definido coletivamente. É político, no sentido de compromisso com a formação do cidadão para um tipo de sociedade. É pedagógico, no sentido de definir as ações educativas e as características necessárias às escolas de cumprirem seus propósitos e sua intencionalidade. (CORRETO)

  C) uma construção possível, mas não necessária. O Projeto Político-Pedagógico mobiliza o convencimento dos professores, da equipe escolar e dos funcionários a trabalhar mais, para, assim, proporcionar situações que permitam aprender a pensar e realizar o fazer pedagógico.(ERRADO)

  D) um rearranjo formal da escola, que visa organizar o trabalho pedagógico e, principalmente, administrativo, no que tange às questões financeiras. (ERRADO)

  E) uma construção autônoma que tem como autores e atores do processo somente os diretores e professores da unidade escolar. (ERRADO)

Questão 3072496

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Administração; IF-RR - 2015 - IF-RR - Professor - Alimentos; IF-RR - 2015 - IF-RR - Professor - Arte e Música; IF-RR - 2015 - IF-RR - Professor - Ciências Agrárias; IF-RR - 2015 - IF-RR - Professor - Ciências Sociais; IF-RR - 2015 - IF-RR - Professor - Contabilidade; IF-RR - 2015 - IF-RR - Professor - Economia; IF-RR - 2015 - IF-RR - Professor - Enfermagem; IF-RR - 2015 - IF-RR - Professor - Libras; IF-RR - 2015 - IF-RR - Professor - Matemática; IF-RR - 2015 - IF-RR - Professor - Português / Inglês; IF-RR - 2015 - IF-RR - Professor - Química; IF-RR - 2015 - IF-RR - Professor - Turismo
• Disciplina: Pedagogia

De acordo com o Decreto Federal n° 5154/2004 e a Resolução MEC/CNE/CEB n° 06/2012, de 20/09/2012, NÃO é correto afirmar, em relação à oferta da Educação Profissional de Nível Médio, que a:

• A. articulada ao Ensino Médio poderá ser desenvolvida de forma integrada ou concomitante.
• B. subsequente é desenvolvida em cursos destinados exclusivamente a quem já tenha concluído o Ensino Médio.
• C. articulada integrada ao Ensino Médio se desenvolve na mesma instituição de ensino, sem a necessidade de ampliação da carga horária prevista para a formação técnica profissional.
• D. articulada concomitante pressupõe a existência de matrículas distintas no curso de educação profissional técnica e no Ensino Médio.
• E. articulada concomitante poderá ser desenvolvida em unidades de ensino da mesma instituição ou em instituições de ensino distintas.

Gabarito: C

Questão 3072499

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Administração; IF-RR - 2015 - IF-RR - Professor - Alimentos; IF-RR - 2015 - IF-RR - Professor - Arte e Música; IF-RR - 2015 - IF-RR - Professor - Ciências Agrárias; IF-RR - 2015 - IF-RR - Professor - Ciências Sociais; IF-RR - 2015 - IF-RR - Professor - Contabilidade; IF-RR - 2015 - IF-RR - Professor - Economia; IF-RR - 2015 - IF-RR - Professor - Enfermagem; IF-RR - 2015 - IF-RR - Professor - Libras; IF-RR - 2015 - IF-RR - Professor - Matemática; IF-RR - 2015 - IF-RR - Professor - Português / Inglês; IF-RR - 2015 - IF-RR - Professor - Química; IF-RR - 2015 - IF-RR - Professor - Turismo
• Disciplina: Pedagogia

Uma instituição de educação profissional, ao definir seu Projeto Pedagógico, fundamentou-se na construção de itinerários formativos compatíveis com o mundo do trabalho e as expectativas do trabalhador. Com base no Decreto Federal n° 5154/2004 e na Resolução MEC/CNE/CEB n° 06/2012, de 20/09/2012, é correto afirmar que os itinerários formativos:

• A. são abordagens que, ao propiciar autonomia e flexibilização ao educando, favorecem a descontinuidade da formação.
• B. constituem-se em uma metodologia de formação continuada exclusiva para trabalhadores que possuem formação de nível médio.
• C. caracterizam-se como cursos de formação continuada voltados ao aprimoramento das competências desenvolvidas pelos trabalhadores no exercício da profissão.
• D. são etapas organizadas no âmbito de um determinado eixo tecnológico, possibilitando continuidade e articulação nos estudos e nas experiências profissionais.
• E. são voltados aos trabalhadores que já estão inseridos no mercado de trabalho, pois se fundamentam na problematização de vivências do cotidiano.

Gabarito: D

Questão 3072502

• Banca: IF-RR
• Órgão: IF-RR
• Ano: 2015
• Provas: IF-RR - 2015 - IF-RR - Professor - Administração; IF-RR - 2015 - IF-RR - Professor - Alimentos; IF-RR - 2015 - IF-RR - Professor - Arte e Música; IF-RR - 2015 - IF-RR - Professor - Ciências Agrárias; IF-RR - 2015 - IF-RR - Professor - Ciências Sociais; IF-RR - 2015 - IF-RR - Professor - Contabilidade; IF-RR - 2015 - IF-RR - Professor - Economia; IF-RR - 2015 - IF-RR - Professor - Enfermagem; IF-RR - 2015 - IF-RR - Professor - Libras; IF-RR - 2015 - IF-RR - Professor - Matemática; IF-RR - 2015 - IF-RR - Professor - Português / Inglês; IF-RR - 2015 - IF-RR - Professor - Química; IF-RR - 2015 - IF-RR - Professor - Turismo
• Disciplina: Pedagogia
• Assuntos: Legislação da Educação; Lei nº 8.069 de 1990 - Estatuto da Criança e do Adolescente e suas alterações

O art. 53 da Lei Federal n.º 8.069/1990 garante à criança e ao adolescente direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho, assegurando-lhes:

• A. igualdade de condições para o acesso e a permanência na escola; direito de ser respeitado por seus educadores; direito de contestar critérios avaliativos, podendo recorrer às instâncias escolares superiores; direito de organização e participação em entidades estudantis; acesso à escola pública e gratuita próxima de sua residência.
• B. garantia de permanência na escola, em caso de muitas faltas, injustificadas sem comunicação ao Conselho Tutelar.
• C. o direito à vida e à saúde, mediante a efetivação de políticas sociais públicas que permitam o nascimento e o desenvolvimento sadio e harmonioso, em condições dignas de existência.
• D. progressão continuada dos estudos sempre que necessário, direito de ser respeitado por seus educadores; direito de contestar critérios avaliativos, podendo recorrer às instâncias escolares superiores; direito de organização e participação em entidades estudantis; acesso à escola pública e gratuita próxima de sua residência.
• E. ciência do processo pedagógico, pelos pais e/ou responsáveis, sem participação nas definições das propostas educacionais.

Gabarito: A

Comentários

• GABARITO: LETRA A

  → de acordo com o ECA (8069/90):

  → Art. 53. A criança e o adolescente têm direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho, assegurando-se-lhes:

  I - igualdade de condições para o acesso e permanência na escola;

  II - direito de ser respeitado por seus educadores;

  III - direito de contestar critérios avaliativos, podendo recorrer às instâncias escolares superiores;

  IV - direito de organização e participação em entidades estudantis;

  V - acesso à escola pública e gratuita próxima de sua residência.

  V - acesso à escola pública e gratuita, próxima de sua residência, garantindo-se vagas no mesmo estabelecimento a irmãos que frequentem a mesma etapa ou ciclo de ensino da educação básica. (Redação dada pela Lei nº 13.845, de 2019)

  FORÇA, GUERREIROS(AS)!! ☺