Questões de Concurso Público IF-PA 2018 para Professor - Letras – Habilitação em Português e Inglês
Foram encontradas 60 questões
Uma das causas da existência de palavras parônimas é/são
Todo o meu romance distribuído, provavelmente, em dez volumes, é feito, na maior parte, da gente mais comum, tão ninguém, que é a minha criaturada grande de Marajó, Ilhas e Baixo Amazonas. Fui menino de beira de rio, do meio do campo, banhista de igarapé. Passei a juventude no subúrbio de Belém, entre amigos, nunca intelectuais, nos salões da melhor linhagem que são os clubinhos da gente de estiva e das oficinas, das doces e brabinhas namoradas que trabalhavam na fábrica. Um bom intelectual de cátedra alta diria: são as minhas essências, as minhas virtualidades. Eu digo tão simplesmente: é a farinha d’água dos meus bijus. Sou um também daqueles lá, sempre fiz questão de não arredar o pé da minha origem e para isso, ou melhor, para enterrar o pé mais fundo, pude encontrar uma filiação ideológica que me dá razão. A esse pessoal miúdo que tento representar nos meus romances chamo aristocracia de pé no chão.”
Dalcídio Jurandir, no texto acima, publicado na Folha do Norte, em 23 de outubro de 1960, explicitava não apenas o universo humano de onde provinha e que lhe interessava, mas também a existência de uma lente ideológica através da qual focava tal universo. Qual dos excertos abaixo é exemplo cristalino dessa perspectiva a que se filiou e do foco nos “pés descalços”?
Anatol Rosenfeld (1965, p. 11), em seu O teatro épico, escreve que o “gênero lírico foi [...] definido como sendo o mais subjetivo: no poema lírico uma voz central exprime um estado de alma e o traduz por meio de orações. Trata-se essencialmente da expressão de emoções e disposições psíquicas, muitas vezes também de reflexões e visões enquanto intensamente vividas e experimentadas.”
Não perdendo de vista o caráter histórico de qualquer conceito envolvendo gêneros literários, assinale, entre os excertos abaixo, aquele que se adequa ao que Rosenfeld considera como lírico:
Leia o excerto do conto “Carro dos Milagres”, de Benedito Monteiro.
“Nunca pensei que o Círio de Nossa Senhora fosse pior que o estouro da boiada, pior que cardume de peixe na malha da rede, pior que manada de búfalo solta no campo. Um lote de cavalos estivesse passando por cima do meu corpo, talvez fosse menor o meu desespero.” (MONTEIRO, 1975, p. 11)
Sobre esse excerto, é correto afirmar que
“Fatal foi teres chegado de manhãzinha, teus olhos de sono, quando ainda a cidade se espreguiçava e teres visto o casario, as ruelas tortuosas, os homens a gritar nomes e coisas.
[...]
Ao saltares dessas águas barrentas, ao abandonares sem saudade, rápido se perdeu o teu barco entre os tantos aportados naquele cais. Fatal foi tropeçares e seguires aos solavancos pelas ruas achando que eram de boas-vindas os olhares. Ao pé do casarão mal iluminado fatal foi pensares que ofereciam vida nova, pois ouviste os sinos.
A família dormia ainda. Soubeste logo que havia menino, que havia menina, um doutor e sua mulher a quem devias servir, branca e alta mulher.
[...]
Diante da mão espalmada, retorno ao meu ofício e aceito ler teu destino mas, te adianto, não vejo mais - pesada hora - rastro sequer de fortuna, perdeu‐se a do coração.
Cheia de pejo e de dó vou te esconder, Ó senhora, que fatal foi te roubarem a linha da vida.”
Sobre o trecho acima, retirado do conto “Velas. Por quem?”, de Maria Lúcia Medeiros (1990, p. 11-13), pode-se afirmar que
Como já se constatou algumas vezes, a pureza dos gêneros literários é apenas ideal e, nas palavras de Rosenfeld (1965, p.7), “toda obra literária de certo gênero conterá, além dos traços estilísticos mais adequados ao gênero em questão, também traços estilísticos mais típicos dos outros gêneros. Não há poema lírico que não apresente ao menos traços narrativos ligeiros e dificilmente se encontrará uma peça em que não haja alguns momentos épicos e líricos.”
Entendido o gênero literário mais como uma questão de predominância que de exclusividade, pode-se dizer que o excerto das peças de Shakespeare em que mais se nota a prevalência do épico sobre o lírico e o dramático é
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
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