Questões de Concurso Público IF-MT 2018 para Português/Inglês
Foram encontradas 15 questões
Q2055059
Inglês
The OCENs (BRAZIL, 2006, p.8) were a document proposed to retake the discussion of Parâmetros
Curriculares Nacionais do Ensino Médio to deepen understanding about points that deserved to be clarified
and to identify and to develop indicatives that could offer didactic-pedagogical alternatives for the
organization of pedagogical work, in order to meet needs and expectations of schools and of teachers in
structuring the curriculum for high school. For achieving this goal some themes were added to OCENs.
Choose the alternative that brings them:
Q2055060
Inglês
Extract 1
The history of technology in language teaching could not be linear in a country like ours where social differences prevent technologies such as paper, the book, and even the electricity is within everyone's reach. Many obsolete technologies, such as the slide projector, for example, have never reached in certain schools. The computer has already been integrated into the language teaching of some institutions and many teachers have already adopted a didactic material accompanied by CD-Roms. It has already been possible to observe a gradual change of many who rejected in principle the innovations brought by the computer and the Internet. Although this technology continues to be seen by some as a miracle cure and by others as something to be feared. It is quite possible that the computer does not reach everyone, but it is necessary to remind that neither the book nor the computer will be miracles in the learning process. The success of acquiring a foreign language depends on the learner’s insertion in activities of social practice of language (…).
(PAIVA, V. L. M, O USO DA TECNOLOGIA NO ENSINO DE LÍNGUAS ESTRANGEIRAS: breve retrospectiva histórica 2017, pag. 14 - Disponível em: http:// www.veramenezes.com/techist.pdf)
Extract 2
(…) I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms. We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.
What can put teachers off using technology
What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom. (…)
(Motteram, G., The benefits of new technology in language learning. Disponível em:https://www.britishcouncil.org/voices-magazine/the-benefits-newtechnology-language-learning. 18 September 2013.)
According to the extracts we can say:
The history of technology in language teaching could not be linear in a country like ours where social differences prevent technologies such as paper, the book, and even the electricity is within everyone's reach. Many obsolete technologies, such as the slide projector, for example, have never reached in certain schools. The computer has already been integrated into the language teaching of some institutions and many teachers have already adopted a didactic material accompanied by CD-Roms. It has already been possible to observe a gradual change of many who rejected in principle the innovations brought by the computer and the Internet. Although this technology continues to be seen by some as a miracle cure and by others as something to be feared. It is quite possible that the computer does not reach everyone, but it is necessary to remind that neither the book nor the computer will be miracles in the learning process. The success of acquiring a foreign language depends on the learner’s insertion in activities of social practice of language (…).
(PAIVA, V. L. M, O USO DA TECNOLOGIA NO ENSINO DE LÍNGUAS ESTRANGEIRAS: breve retrospectiva histórica 2017, pag. 14 - Disponível em: http:// www.veramenezes.com/techist.pdf)
Extract 2
(…) I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms. We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.
What can put teachers off using technology
What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom. (…)
(Motteram, G., The benefits of new technology in language learning. Disponível em:https://www.britishcouncil.org/voices-magazine/the-benefits-newtechnology-language-learning. 18 September 2013.)
According to the extracts we can say:
Q2055061
Inglês
Texto associado
This study explores the implementation of the multimodality theory for high school students of English as a
Foreign Language in a Brazilian context. This implementation was based on a study conducted by Almeida
(2011), in which she proposed a multimodality framework for teaching multimodal texts. By using the
framework, Almeida tried to establish a bridge between a theory designed to analyze visual structures (e.g.,
Kress & van Leeuwen, 2006) and its adaptation to the educational context (e.g., Browett, 2007; Jewitt, 2008;
Oliveira, 2006; Riesland, 2005).
(…)
In Brazil, the importance of implementing activities in the classroom that focus on literacy, multiliteracy,
multimodality and hypertext is highlighted by the Ministerio da Educação Secretaria de Educação Básica’s (Ministry of Education District of Basic Education) Curricular Orientations for Secondary School-OCEMs
(2006), an official curriculum document. This document guides the curriculum of all schools in Brazil and it
includes suggestions about the teaching of multimodality. To achieve this goal, the grammar of visual design
(Kress & van Leeuwen, 2006) is seen as an important starting point for the professional learning of teachers
in visual literacy because it can help them understand how to read images and associate both kinds of text,
visual and written.
(…)
Thus, we applied this approach in two classrooms where we could observe whether knowledge of
multimodality theory affected the students’ reading of the texts. To this end, we prepared two activities
focusing on the same multimodal text; the first activity was given to students before teaching them
multimodality theory and the second one after instruction.
The picture used for Exercise 1 and 2 was the same. It was the picture of a man whose face looked like the
face of a fish. The man was looking up and was wearing a blue shirt. At the bottom of the picture, centered
in relation to the picture, and in capital letters was the following text: “STOP CLIMATE CHANGE BEFORE IT
CHANGES YOU.” Below the text and centered in relation to the text, there was a panda picture with the WWF
acronym below it followed by the text “for a living planet” in lowercase.
(…)
The students participated in the activities and had to point to us what aspects they had noticed in the text
for the linguistic dimension (the colors, the size of the pictures, the way pictures were disposed in the text,
their background, framing, degree of salience and eye contact, distance). For the socio-cultural dimension,
they had to be able to answer wh- questions (who, why, where, when, which attitudes and values) and
observe the emotions, situations, relations, symbols, power relations, characters and cultures involved in the
picture. Finally, for the situational dimension, they had to analyze who created the picture, who it was
targeted at, where it appeared, how much background knowledge was required to understand the picture,
and its explicit and implicit ideological values.
(…)
Overall, we noticed that instruction on the theory helped students to understand better the context around
them, mainly the socio-cultural context, and it helped students to improve their reading because the
answers given before instruction on multimodality were very simple and did not point to a critical reading;
they only focused on what was on the surface of the text like “the text tells about environment,”
“if man does
not stop destroying the environment, he will die” or “the man will become a fish if he keeps on destroying
the environment”.
The answers given after those classes were more critical, the students used some concepts from the theory
and were able to point to some aspects of the three dimensions, like who was in the picture, what the
writer’s intention was; they also talked about the colors and the background of the picture pointing to the
dark color, why the writer had used that image and not another one, they associated the man’s face to the
words accompanying the visual.
(…)
The situational dimension seemed to be easier for students to understand and write about, mainly when it
guided them to reflect about some aspect of production, circulation and consumption of the images. The
socio-cultural context of images emphasized questions related to worldview, emotion, attitudes, values and
power relationships and was easy for learners to understand. In contrast, students did not explore the
linguistic aspect of the pictures; they did not mention colors, size, focus, background, or sharpness, perhaps
because in everyday classes the students are not encouraged to talk about them.
(SOUZA, V.G. & ALMEIDA, D..Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil. Published in Kamhi-Stein, L., Diaz-Maggioli, G., & de
Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters).
According to the text, choose the correct affirmative.
The study had as an aim to know the students’ performance in:
The study had as an aim to know the students’ performance in:
Q2055062
Inglês
Texto associado
This study explores the implementation of the multimodality theory for high school students of English as a
Foreign Language in a Brazilian context. This implementation was based on a study conducted by Almeida
(2011), in which she proposed a multimodality framework for teaching multimodal texts. By using the
framework, Almeida tried to establish a bridge between a theory designed to analyze visual structures (e.g.,
Kress & van Leeuwen, 2006) and its adaptation to the educational context (e.g., Browett, 2007; Jewitt, 2008;
Oliveira, 2006; Riesland, 2005).
(…)
In Brazil, the importance of implementing activities in the classroom that focus on literacy, multiliteracy,
multimodality and hypertext is highlighted by the Ministerio da Educação Secretaria de Educação Básica’s (Ministry of Education District of Basic Education) Curricular Orientations for Secondary School-OCEMs
(2006), an official curriculum document. This document guides the curriculum of all schools in Brazil and it
includes suggestions about the teaching of multimodality. To achieve this goal, the grammar of visual design
(Kress & van Leeuwen, 2006) is seen as an important starting point for the professional learning of teachers
in visual literacy because it can help them understand how to read images and associate both kinds of text,
visual and written.
(…)
Thus, we applied this approach in two classrooms where we could observe whether knowledge of
multimodality theory affected the students’ reading of the texts. To this end, we prepared two activities
focusing on the same multimodal text; the first activity was given to students before teaching them
multimodality theory and the second one after instruction.
The picture used for Exercise 1 and 2 was the same. It was the picture of a man whose face looked like the
face of a fish. The man was looking up and was wearing a blue shirt. At the bottom of the picture, centered
in relation to the picture, and in capital letters was the following text: “STOP CLIMATE CHANGE BEFORE IT
CHANGES YOU.” Below the text and centered in relation to the text, there was a panda picture with the WWF
acronym below it followed by the text “for a living planet” in lowercase.
(…)
The students participated in the activities and had to point to us what aspects they had noticed in the text
for the linguistic dimension (the colors, the size of the pictures, the way pictures were disposed in the text,
their background, framing, degree of salience and eye contact, distance). For the socio-cultural dimension,
they had to be able to answer wh- questions (who, why, where, when, which attitudes and values) and
observe the emotions, situations, relations, symbols, power relations, characters and cultures involved in the
picture. Finally, for the situational dimension, they had to analyze who created the picture, who it was
targeted at, where it appeared, how much background knowledge was required to understand the picture,
and its explicit and implicit ideological values.
(…)
Overall, we noticed that instruction on the theory helped students to understand better the context around
them, mainly the socio-cultural context, and it helped students to improve their reading because the
answers given before instruction on multimodality were very simple and did not point to a critical reading;
they only focused on what was on the surface of the text like “the text tells about environment,”
“if man does
not stop destroying the environment, he will die” or “the man will become a fish if he keeps on destroying
the environment”.
The answers given after those classes were more critical, the students used some concepts from the theory
and were able to point to some aspects of the three dimensions, like who was in the picture, what the
writer’s intention was; they also talked about the colors and the background of the picture pointing to the
dark color, why the writer had used that image and not another one, they associated the man’s face to the
words accompanying the visual.
(…)
The situational dimension seemed to be easier for students to understand and write about, mainly when it
guided them to reflect about some aspect of production, circulation and consumption of the images. The
socio-cultural context of images emphasized questions related to worldview, emotion, attitudes, values and
power relationships and was easy for learners to understand. In contrast, students did not explore the
linguistic aspect of the pictures; they did not mention colors, size, focus, background, or sharpness, perhaps
because in everyday classes the students are not encouraged to talk about them.
(SOUZA, V.G. & ALMEIDA, D..Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil. Published in Kamhi-Stein, L., Diaz-Maggioli, G., & de
Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters).
According to the authors, it is important to develop this type of activity in the classroom because in Brazil
Q2055063
Inglês
Texto associado
This study explores the implementation of the multimodality theory for high school students of English as a
Foreign Language in a Brazilian context. This implementation was based on a study conducted by Almeida
(2011), in which she proposed a multimodality framework for teaching multimodal texts. By using the
framework, Almeida tried to establish a bridge between a theory designed to analyze visual structures (e.g.,
Kress & van Leeuwen, 2006) and its adaptation to the educational context (e.g., Browett, 2007; Jewitt, 2008;
Oliveira, 2006; Riesland, 2005).
(…)
In Brazil, the importance of implementing activities in the classroom that focus on literacy, multiliteracy,
multimodality and hypertext is highlighted by the Ministerio da Educação Secretaria de Educação Básica’s (Ministry of Education District of Basic Education) Curricular Orientations for Secondary School-OCEMs
(2006), an official curriculum document. This document guides the curriculum of all schools in Brazil and it
includes suggestions about the teaching of multimodality. To achieve this goal, the grammar of visual design
(Kress & van Leeuwen, 2006) is seen as an important starting point for the professional learning of teachers
in visual literacy because it can help them understand how to read images and associate both kinds of text,
visual and written.
(…)
Thus, we applied this approach in two classrooms where we could observe whether knowledge of
multimodality theory affected the students’ reading of the texts. To this end, we prepared two activities
focusing on the same multimodal text; the first activity was given to students before teaching them
multimodality theory and the second one after instruction.
The picture used for Exercise 1 and 2 was the same. It was the picture of a man whose face looked like the
face of a fish. The man was looking up and was wearing a blue shirt. At the bottom of the picture, centered
in relation to the picture, and in capital letters was the following text: “STOP CLIMATE CHANGE BEFORE IT
CHANGES YOU.” Below the text and centered in relation to the text, there was a panda picture with the WWF
acronym below it followed by the text “for a living planet” in lowercase.
(…)
The students participated in the activities and had to point to us what aspects they had noticed in the text
for the linguistic dimension (the colors, the size of the pictures, the way pictures were disposed in the text,
their background, framing, degree of salience and eye contact, distance). For the socio-cultural dimension,
they had to be able to answer wh- questions (who, why, where, when, which attitudes and values) and
observe the emotions, situations, relations, symbols, power relations, characters and cultures involved in the
picture. Finally, for the situational dimension, they had to analyze who created the picture, who it was
targeted at, where it appeared, how much background knowledge was required to understand the picture,
and its explicit and implicit ideological values.
(…)
Overall, we noticed that instruction on the theory helped students to understand better the context around
them, mainly the socio-cultural context, and it helped students to improve their reading because the
answers given before instruction on multimodality were very simple and did not point to a critical reading;
they only focused on what was on the surface of the text like “the text tells about environment,”
“if man does
not stop destroying the environment, he will die” or “the man will become a fish if he keeps on destroying
the environment”.
The answers given after those classes were more critical, the students used some concepts from the theory
and were able to point to some aspects of the three dimensions, like who was in the picture, what the
writer’s intention was; they also talked about the colors and the background of the picture pointing to the
dark color, why the writer had used that image and not another one, they associated the man’s face to the
words accompanying the visual.
(…)
The situational dimension seemed to be easier for students to understand and write about, mainly when it
guided them to reflect about some aspect of production, circulation and consumption of the images. The
socio-cultural context of images emphasized questions related to worldview, emotion, attitudes, values and
power relationships and was easy for learners to understand. In contrast, students did not explore the
linguistic aspect of the pictures; they did not mention colors, size, focus, background, or sharpness, perhaps
because in everyday classes the students are not encouraged to talk about them.
(SOUZA, V.G. & ALMEIDA, D..Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil. Published in Kamhi-Stein, L., Diaz-Maggioli, G., & de
Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters).
According to this research, multimodality theory can help students
Conheça nossos planos