Acerca das diferentes formas de organizar os conteúdos explicitadas por Zabala (1998), é correto afirmar:
Vasconcellos (2009) sinaliza que a efetivação da ação supervisora nos processos de aprendizagem e a produção de mudanças da prática pedagógica exigem condições objetivas e subjetivas.
Para esse autor, não é considerada condição subjetiva para a ação supervisora:
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the question or complete the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge about the world. Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
- non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
- textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
- there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
- Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
- Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
- Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading. Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blogpublications>.Accessed on: July 9th, 2019. (Adapted).
The author of the article does not consider that non-authentic texts
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the question or complete the sentences presented after it.
TEXT II
Reading approaches language practices which come directly from the interaction of the reader with the written text, especially under the focus of the constitution of meaning, based on understanding and interpreting genres written in the English language, which circulate in the
various fields and layers of society. The practice of reading in English promotes, for example, the development of strategies of textual recognition (the use of verbal and non-verbal clues into the formulation of hypotheses and inferences) and of the investigation of the ways in which the contexts in the BNCC facilitate processes of meaning and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly potentialized by digital media, makes it possible to live, in a meaningful and pre-given way, diverse ways of reading (reading in order to have a general idea of the text, search for specific information, understand details, etc.), as well as different aims at reading (in order to do research, or enhance one’s own writing, read aloud to defend ideas or arguments, to act in the actual world, always in a critical manner, among other aims). Besides, reading practices in English include diverse possibilities of contexts in the use of languages for research and enhancing of knowledge of meaningful themes for the students, in interdisciplinary works or esthetic appreciation of genres like poems, plays, etc.
Reading from chosen texts, involving practice with diverse written and multimodal texts, of great importance to the life of students in their school, social and cultural aspects, as well as the analyzing and problematizing of the chosen texts, help develop critical reading and the
building of an autonomous and creative trajectory in language learning.
BRASIL. Base Nacional Comum Curricular (BNCC). Available at: <http://basenacionalcomum.mec.gov.br/>. Acessed on: August 31th, 2019 (Free translation).
The reading practice does not:
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the question or complete the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck in a monumental traffic jam on Charing Cross Road. ‘Sorry, love, nothing doing,’ the driver had said. Joanna had looked at her watch, chucked a ten-pound note at him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring and her nose streaming, she’d wondered whether life could get any worse.
Joanna was snapped out of her reverie as the congregation suddenly ceased their chatter. She opened her eyes and turned round as Sir James Harrison’s family members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only child, now well into his sixties. He lived in Los Angeles, and was an acclaimed director of big-budget action films filled with special effects. She vaguely remembered that he had won an Oscar some time ago, but his films weren’t the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his daughter. As Alec had hoped, Zoe looked stunning in a fitted black suit with a short skirt that showed her long legs, and her hair was pulled back in a sleek chignon that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise, and Matthew had been mad about her. He always said Zoe reminded him of Grace Kelly his dream woman, apparently – leading Joanna to wonder why Matthew was going out with a dark-eyed, gangly brunette such as herself. She swallowed a lump in her throat, betting that Winnie the Pooh hot-water bottle that his ‘Samantha” was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of around nine or ten, looking uncomfortable in a black suit and tie: Zoe’s son Jamie Harrison, named after his great-grandfather. Zoe had given birth to Jamie when she was only nineteen and still refused to name the father. Sir James had loyally defended his granddaughter and her decision to both have the baby and to remain silent about Jamie’s paternity.
Joanna thought how alike Jamie and his mother were: the same fine features, a milk and rose complexion, and huge blue eyes. Zoe Harrison kept him away from the cameras as much as possible – if Steve had got a shot of mother and son together, it would probably make the front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother. Joanna watched him as he drew level with her pew. Even with her thoughts still on Matthew, she had to admit Marcus Harrison was a serious ‘hottie’, as her fellow reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde British socialite with a triple-barreled surname. As dark as his sister was fair, but sharing the same blue eyes, Marcus carried himself with louche confidence. His hair almost touched his shoulders and, wearing a crumpled black jacket and a white shirt unbuttoned at the neck, he oozed charisma. Joanna dragged her gaze away from him. Next time, she thought firmly, I’m going for a middle-aged man who likes bird watching and stamp collecting. She struggled to recall what Marcus Harrison did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke from the pulpit, a large picture of Sir James Harrison in front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks you for coming to pay tribute to a friend, a colleague, a father, grandfather and great-grandfather, and perhaps the finest actor of this century. For those of us who had the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to be a sombre occasion, but a celebration. Both his family and I have honoured his wishes. Therefore, we start with Sir James’s favourite hymn “I Vow to Thee My Country”. Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,p. 13-15.
Read the text again carefully and then mark the alternative that contradicts it.
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the question or complete the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck in a monumental traffic jam on Charing Cross Road. ‘Sorry, love, nothing doing,’ the driver had said. Joanna had looked at her watch, chucked a ten-pound note at him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring and her nose streaming, she’d wondered whether life could get any worse.
Joanna was snapped out of her reverie as the congregation suddenly ceased their chatter. She opened her eyes and turned round as Sir James Harrison’s family members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only child, now well into his sixties. He lived in Los Angeles, and was an acclaimed director of big-budget action films filled with special effects. She vaguely remembered that he had won an Oscar some time ago, but his films weren’t the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his daughter. As Alec had hoped, Zoe looked stunning in a fitted black suit with a short skirt that showed her long legs, and her hair was pulled back in a sleek chignon that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise, and Matthew had been mad about her. He always said Zoe reminded him of Grace Kelly his dream woman, apparently – leading Joanna to wonder why Matthew was going out with a dark-eyed, gangly brunette such as herself. She swallowed a lump in her throat, betting that Winnie the Pooh hot-water bottle that his ‘Samantha” was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of around nine or ten, looking uncomfortable in a black suit and tie: Zoe’s son Jamie Harrison, named after his great-grandfather. Zoe had given birth to Jamie when she was only nineteen and still refused to name the father. Sir James had loyally defended his granddaughter and her decision to both have the baby and to remain silent about Jamie’s paternity.
Joanna thought how alike Jamie and his mother were: the same fine features, a milk and rose complexion, and huge blue eyes. Zoe Harrison kept him away from the cameras as much as possible – if Steve had got a shot of mother and son together, it would probably make the front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother. Joanna watched him as he drew level with her pew. Even with her thoughts still on Matthew, she had to admit Marcus Harrison was a serious ‘hottie’, as her fellow reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde British socialite with a triple-barreled surname. As dark as his sister was fair, but sharing the same blue eyes, Marcus carried himself with louche confidence. His hair almost touched his shoulders and, wearing a crumpled black jacket and a white shirt unbuttoned at the neck, he oozed charisma. Joanna dragged her gaze away from him. Next time, she thought firmly, I’m going for a middle-aged man who likes bird watching and stamp collecting. She struggled to recall what Marcus Harrison did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke from the pulpit, a large picture of Sir James Harrison in front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks you for coming to pay tribute to a friend, a colleague, a father, grandfather and great-grandfather, and perhaps the finest actor of this century. For those of us who had the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to be a sombre occasion, but a celebration. Both his family and I have honoured his wishes. Therefore, we start with Sir James’s favourite hymn “I Vow to Thee My Country”. Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,p. 13-15.
Look at the following sentence, found in the text: “Zoe looked stunning in a fitted black suit with a short skirt that showed her long legs, and her hair was pulled back in a sleek chignon that set off her classic English-rose beauty to perfection.”
All of the words or phrases underlined in the sentence are
As intervenções cirúrgicas, de modo geral, são realizadas seguindo uma lógica de quatro etapas fundamentais. Essas fases são:
Sobre os movimentos no campo da saúde mental abordado por Amarante (2007), assinale com V as afirmativas verdadeiras e com F as falsas.
( ) Pinel, ao fundar os primeiros hospitais psiquiátricos, determinou o princípio do isolamento para os alienados, instaurando o primeiro modelo de terapêutica na área da saúde mental embasada no tratamento moral.
( ) Para a Antipsiquiatria, a doença mental existe enquanto objeto natural e é determinada pela experiência do sujeito em sua relação com o ambiente social.
( ) No Brasil, a Lei Basaglia determinou mudanças no funcionamento dos hospitais psiquiátricos e possibilitou a abertura para a construção de um cenário assistencial e político na atenção à saúde mental dos loucos asilados.
( ) Pode-se compreender a saúde mental como um campo bastante plural na medida em que diz respeito ao estado mental dos sujeitos e das coletividades, que, do mesmo modo, são condições altamente complexas.
Assinale a sequência correta.
A Norma Operacional Básica de Recursos Humanos do SUAS (NOB-RH/SUAS) estabeleceu a atuação, no CRAS, de assistentes sociais, psicólogos e também outros profissionais (BRASIL, 2006). Assim, o psicólogo passou a constituir as equipes de trabalhadores do SUAS e vem contribuindo para que o CRAS cumpra seus objetivos dentro da política de Assistência Social. Esse local de atuação traz para o psicólogo alguns desafios.
A esse respeito, assinale a alternativa incorreta.
“Quando o sono faz cessar o delírio é um bom sinal.” (Hipócrates de Cós, 460-380 a. C.)
Sobre as principais características do delirium descritas por Trzepac, Meagher e Wise (2008), é correto afirmar:
Sobre os deveres fundamentais do psicólogo, assinale a alternativa incorreta.
A educação, no decorrer do século XX, foi marcada por mudanças que atingiram o setor econômico, político e social. Nesse cenário, a instituição educacional torna-se referência de qualquer ação educativa, com suas formas de ensino e aprendizagem.
Este cenário passou:
- do contexto de certezas na fase da escola elitista, que atendia à inserção do cidadão na divisão social do trabalho, para um contexto de incertezas, com uma abertura que evidencia a reprodução das desigualdades sociais.
- para fortalecimento do ensino a distância.
- a crescimento tecnológico nas práticas educativas.
- a inclusão nas escolas.
Está(ão) correta(as):
Dentre as características que marca a era da Escola Nova temos:
A partir da década de 60, surgem propostas de inspiração tecnicista, baseadas na convicção de que a escola só se tornaria eficaz se adotasse o modelo empresarial. Este modelo vem ao encontro do modelo do processo científico de racionalização e produção do início do século XX, mais conhecido como:
Diretor de “Araguaia” quer novela “densa” para alavancar ibope – O diretor Marcos Schechtman é um entusiasta do seu trabalho. Graduado em ciências sociais e filosofia
pela UFRJ, Schechtman é um intelectual. Estreou na TV fazendo uma adaptação da “Comédia Humana”, de Balzac. Para caracterizar o ambiente de “Araguaia”, vale-se do conceito “rurbano”. “O interior projetado na nossa literatura não é o que existe na prática. Encontrei na região fazendeiros que passavam o fim de semana em Nova York”, diz.
Disponível em: <https://www1.folha.uol.com.br/ilustrada/2010/09/804411-diretor-de-araguaia-quer-noveladensa-para-alavancar-ibope.shtml>.Acesso em: 12 jul. 2019 (Adaptação).
A respeito do conceito de “rurbano”, considere as afirmativas a seguir.
- O termo indica um tipo de sociedade intermediária que concilia os aspectos contraditórios de uma vida rural e urbana; assim, remete à ideia de um atravessamento do rural pelo urbano, e vice-versa.
- O termo foi originalmente cunhado pelo geógrafo Gilberto Freyre, que o usou pela primeira vez em meados da década de 1940, quando a população brasileira deixou de ser majoritariamente rural para ser majoritariamente urbana.
- Um retrato das áreas “rurbanas” pode ser observado no trânsito, onde se encontram bicicletas, carroceiros e cavalos transitando e disputando lugar com automóveis nas vias mais urbanizadas das cidades.
- Um reflexo da rurbanização está na geração de emprego e renda no meio rural, impulsionada por demandas não agrícolas das populações urbanas, como é o caso das demandas geradas por residência no campo e de serviços ligados ao lazer (turismo rural e preservação ambiental, por exemplo).
Estão corretas as afirmativas
Analise a tabela a seguir, que apresenta dados da estrutura etária da população de Uberlândia / MG nos anos de 1991, 2000 e 2010.
Com base nessas informações, assinale a alternativa incorreta.
“[...] devemos considerar a existência de pelo menos três mundos num só. O primeiro seria o mundo tal qual nos fazem vê-lo: a globalização como fábula; o segundo seria o mundo tal como ele é: a globalização como perversidade; e o terceiro, o mundo como ele poderia ser: uma outra globalização”.
SANTOS, M. Por uma outra globalização: do pensamento
único à consciência universal. Rio de Janeiro: Record, 2006.
Por uma outra globalização: do pensamento único à consciência universal. Rio de Janeiro: Record, 2006. A respeito da proposta de Milton Santos, assinale a alternativa incorreta.
Cada tipo de solo possui características que implicam em limitações e potencialidades que devem ser consideradas em seu manejo para um uso sustentável. Apesar de o Sistema Brasileiro de Classificação de Solos conter diversas classes, apenas os latossolos, os argissolos, e os neossolos respondem por mais de 70% da área do território brasileiro.
A esse respeito, numere a COLUNA II de acordo com a COLUNA I, associando as descrições com a classe de solo que mais se identificam.
COLUNA I
1. Latossolos
2. Argissolos
3. Neossolos
COLUNA II
( ) Podem desenvolver “lençol freático suspenso”, sobretudo quando abruptos, facilitando o processo de deslizamento, devido ao excesso de água no plano de cisalhamento entre os horizontes A e B.
( ) A grande espessura e boa aeração que apresentam os qualificam como os mais adequados para aterros sanitários, depósitos de efluentes, lagoas de decantação e cemitérios.
( ) O tipo quartzarênico tem constituição arenosa, com grãos soltos, possibilita fácil desagregação, tendendo a ser muito suscetível à erosão, mesmo quando ocorre em relevo suave.
( ) O tipo regolítico tem textura em geral arenosa, contendo apreciáveis teores de minerais facilmente intemperizáveis na fração areia, o que aumenta o risco de salinização.
( ) Em geral, apresentam baixa fertilidade natural e pouca água disponível, devido à sua característica de drenagem muito rápida, proporcionada por sua estrutura granular bem desenvolvida.
( ) Podem restringir o desenvolvimento radicular das plantas, em razão das características físicas do horizonte B, o que pode ser intensificado por processos de compactação quando o horizonte A é muito argiloso.
Assinale a sequência correta.
Aléxia Pádua (In: GUIMARÃES, 2016. p. 281) discute e reflete no âmbito do ensino de História problemáticas muito pertinentes à contemporaneidade. Especificamente, discorre sobre os “Limites e as possibilidades de a escola contribuir para a educação para a cidadania”, discussão posta em debate no ensino de História desde os anos 1990.
Diante desse quadro analítico em relação à viabilidade da proposta dessa autora, assinale a alternativa correta.
Hoje, no Brasil, o livro didático é o principal produto da maioria das editoras: no final dos anos de 1990, 70% dos livros produzidos eram voltados para o ensino. Dessa maneira, esse material escolar adquire grande poder no contexto educacional e, por isso, o Estado preocupa-se em controlar sua produção e distribuição. FRANCO, Aléxia Pádua. Uma conta de chegada: a transformação provocada pelo PNLD nos livros didáticos de História. In: MAGALHÃES, Marcelo et al. (orgs.).
Ensino de História: usos do passado, memória e mídia.
Rio de Janeiro: FGV Editora, 2014. p. 144.
Esse controle é feito atualmente pelo Programa Nacional do Livro Didático, PNLD, sobre o qual é correto afirmar:
O Dicionário de Ensino de História apresenta o verbete “Livro Didático”, escrito por Itamar Freitas.
Desse verbete pode-se entender o livro didático de História como
Thais Nivia de Lima e Fonseca, ao pesquisar os estudos sobre história do ensino de História, observa que
O valor de k, no polinômio p(x) = 2x3 + 4x2 + kx +20, para que ele seja divisível pelo polinômio (x-2) é
Uma turma de Matemática possui 30 alunos. A média aritmética das notas dos 25 alunos aprovados nessa disciplina foi 7,8 pontos, enquanto a média aritmética das notas dos alunos reprovados foi 5,4 pontos.
Qual foi a média aritmética das notas de todos os alunos da turma?
Falar do rótulo exclusão pode significar que a palavra substitui os processos de exclusão, entendidos como modos de marginalização. Mesmo parecendo que os pobres estão sendo colocados para fora da sociedade sem seus direitos, na verdade estão sendo empurrados para dentro.
Conforme mostra Szpacenkopf(In Maia,2009), inspirada em Martins, esta ideia de que estão sendo empurrados para dentro significa:
Com a homogeneização pela cultura de massa, a tendência é colocar em prática o princípio do consumo ao alcance de todos, numa tentativa de sustentar a ilusão de que a felicidade será alcançada. Confessar-se classe baixa, no entanto, pode trazer problemas relacionados a:
Ao relacionarem gênero e bullying, foi destacado que meninos estão mais envolvidos com o bullying direto e meninas com o bullying indireto. O primeiro é caracterizado, sobretudo, por agressões físicas, e o segundo envolve agressões mais sutis, manifestando-se de forma verbal.
Sendo assim, o bullying pode:
I- estar presente de modo explicito.
II- manifestar-se sutilmente.
III- ser confundido com brincadeiras típicas da idade.
IV- existir somente da escola.
V- ser praticado com alunos que apresentam dificuldade de aprendizagem.
Está (ão)correta(s):
Entre as propostas de medidas preventivas a serem adotadas pela equipe diretiva, coordenação pedagógica e pela orientação educacional, encontra-se:
Ao discutir sobre “O ensino do número e do sistema de numeração na educação infantil e na 1º série”, Moreno (2006) oferece uma série de exemplos de situações didáticas nas quais os números aparecem como ferramenta de resolução. Dessa maneira busca mostrar os diferentes modos e contextos de utilização dos números.
Nesse contexto, considere as afirmativas a seguir.
Quando dizemos que precisamos pegar o ônibus A142, ou ligar para o número de telefone 32 9113 28 38, estamos expressando ____________. Quando dizemos que uma criança tem 6 anos, pesa 32 quilos, mede 1,35m, sai da escola às 11h:30, estamos expressando ______________.
Quando os armários de uma sala estão numerados de 1 a 20 e a criança que tem o armário de número 8 dirige-se diretamente a ele sem iniciar a procura a partir do número 1, observa-se a recordação de __________________.
As palavras que completam correta e respectivamente as lacunas são
De acordo com Dalben e Castro (2010), Paulo Freire reforça a ideia de que a educação é um fenômeno social e integra práticas sociais e políticas que compõem a dinâmica de funcionamento da sociedade.
Essa perspectiva se insere na
