Questões de Concurso Sobre inglês

In the text you read above (see QUESTÃO 41), the author cites Paulo Freire’s “banking system of education”. Authors usually bring different voices to their text in order to reinforce an argument with expert’s perspectives.
This is can also be done by resorting to:

Embracing Change
I have taught brilliant students of color, many of them seniors, who have skillfully managed never to speak in classroom settings. Some express the feeling that they are less likely to suffer any kind of assault if they simply do not assert their subjectivity. They have told me that many professors never showed any interest in hearing their voices. Accepting the decentering of the West globally, embracing multiculturalism, compels educators to focus attention on the issue of voice. Who speaks? Who listens? And why? Caring about whether all students fulfill their responsibility to contribute to learning in the classroom is not a common approach in what Freire has called the “banking system of education” where students are regarded merely as passive consumers. Since so many professors teach from that standpoint, it is difficult to create the kind of learning community that can fully embrace multiculturalism. Students are much more willing to surrender their dependency on the banking system of education than are their teachers. They are also much more willing to face the challenge of multiculturalism. Multiculturalism compels educators to recognize the narrow boundaries that have shaped the way knowledge is shared in the classroom. It forces us all to recognize our complicity in accepting and perpetuating biases of any kind. Students are eager to break through barriers to knowing. They are willing to surrender to the wonder of relearning and learning ways of knowing that go against the grain. When we, as educators, allow our pedagogy to be radically changed by our recognition of a multicultural world, we can give students the education they desire and deserve. We can teach in ways that transform consciousness, creating a climate of free expression that is the essence of education.
Adapted from hooks, b. Teaching to Transgress: A Education as a Practice of Freedom. London/New York: Routledge, 1994.
Read the highlighted sentence in the text above. The cohesive device “since” can be substituted for:

Embracing Change
Let’s face it: most of us were taught in classrooms where styles of teachings reflected the notion of a single norm of thought and experience, which we were encouraged to believe was universal. This has been just as true for nonwhite teachers as for white teachers. Most of us learned to teach emulating this model. As a consequence, many teachers are disturbed by the political implications of a multicultural education because they fear losing control in a classroom where there is no one way to approach a subject— only multiple ways and multiple references. Bearing that in mind, among educators there has to be an acknowledgment that any effort to transform institutions so that they reflect a multi-cultural standpoint must take into consideration the fears teachers have when asked to shift their paradigms. There must be training sites where teachers have the opportunity to express those concerns while also learning to create ways to approach the multicultural classroom and curriculum. Making the classroom a democratic setting where everyone feels a responsibility to contribute is a central goal of transformative pedagogy and as the classroom becomes more diverse, teachers are faced with the way the politics of domination are often reproduced in the educational setting.
Adapted from hooks, b. Teaching to Transgress: A Education as a Practice of Freedom. London/New York: Routledge, 1994.
The text above reinforces the importance of:

When thinking of critical multiliteracies, teachers must:

When focusing on critical multi-literacies, the relation textcontext becomes central because:

A critical approach to working with reading is by providing working with discursive and textual genres through critical reflexive processes that allow students to connect the texts to their background and context. The best way to approach this is by:

According to Motta-Roth (2008) and the Critical Genre Pedagogy, content and syllabus must be contextualized based on educational, cultural, social, and political imperatives, connecting social experience to individual experience. In this context, when a teacher proposes critical reading and writing activities by giving pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, it is possible to conclude that the teacher:

Os PCNs apontam avaliações formativas como as ideias para o processo de aprendizado dos estudantes e isso é primordial no contexto do aprendizado da língua estrangeira, nominalmente, a língua inglesa. Sabendo disso, é possível afirmar que as Diretrizes Curriculares do Ensino Fundamental e de Jovens e Adultos de Vitória (2018):

Trabalhar com foco no direito de aprendizagem em Língua Inglesa, em relação aos estudantes do Ensino Fundamental, da Eja, da Educação Especial, significa:

De acordo com as Diretrizes Curriculares do Ensino Fundamental e de Jovens e Adultos de Vitória (2018), “o desenvolvimento humano se efetiva através das relações sociais em diferentes situações, especialmente através da educação”. No contexto do aprendizado da língua inglesa, Isso significa dizer que a prática pedagógica se dá:

Em congruência com os PCNs e segundo as Diretrizes Curriculares do Ensino Fundamental e de Jovens e Adultos de Vitória (2018), entender estudantes de Língua Inglesa como sujeitos de aprendizagem significa dizer que são:

Leia as afirmativas a seguir: I. Está correta a grafia do trecho a seguir em inglês: to fish somebody up (salvar alguém de afogamento). II. Está correta a grafia do trecho a seguir em inglês: what about going? (que tal, vamos?). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. Está correta a grafia do trecho a seguir em inglês: whole towns (cidades inteiras). II. Está correta a grafia do trecho a seguir em inglês: what is she like? (como ela é?). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. Para Piaget, o aluno nunca deve questionar os saberes vigentes, as políticas, as regras e as condutas sociais. II. Está correta a grafia do trecho a seguir em inglês: what of him? (que há com ele?). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. É vedado ao município manter órgãos e instituições oficiais do seu sistema de ensino. II. Está correta a grafia do trecho a seguir em inglês: friendly fishy (peixe frito). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. Está correta a grafia do trecho a seguir em inglês: to be off one’s food (estar sem apetite). II. Está correta a grafia do trecho a seguir em inglês: I mim busines (estou falando sério). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. Está correta a grafia do trecho a seguir em inglês: kite a buzines (não é tão fácil). II. Está correta a grafia do trecho a seguir em inglês: girls’ school (escola de meninas). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. Nenhuma criança pode viajar para fora da comarca onde reside sem estar acompanhada por ambos os pais. II. Está correta a grafia do trecho a seguir em inglês: a dancing school (uma escola de dança). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. A LDB proíbe o município de se integrar ao sistema estadual de ensino. II. Está correta a grafia do trecho a seguir em inglês: on the whole (de modo geral). Marque a alternativa CORRETA:

Leia as afirmativas a seguir: I. Está correta a grafia do trecho a seguir em inglês: that’s what it is! (é assim que é!). II. Avaliar é um processo que deve estar limitado a realizar provas e testes para os alunos do Ensino Fundamental. Marque a alternativa CORRETA: