Questões de Concurso
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Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251714
Enfermagem
Uma cirurgia que foi planejada de acordo com os procedimentos programados e em conformidade com a conveniência do cliente –
como, por exemplo, a retirada de um cisto - é considerada uma cirurgia:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251713
Enfermagem
A candidíase é uma infecção que acomete mulheres e homens e se refere a manifestações superficiais mucocutâneas. Trata-se de uma
infecção:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251712
Enfermagem
Diante de um paciente no leito hospitalar, portador de cirrose hepática, quais cuidados o técnico de enfermagem deve tomar para
monitorar a ascite, ao considerar as intervenções pautadas num plano de cuidado específico?
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251711
Enfermagem
Dentre os processos desenvolvidos para esterilização, marque a alternativa CORRETA:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251710
Enfermagem
De acordo com os Protocolos Ministeriais para Central de Material Esterelizado (CME), tendo como base as funções específicas do
técnico de enfermagem para este setor de saúde, marque a alternativa CORRETA.
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251709
Enfermagem
Sobre a transmissão de doenças, considerando as mais comuns em Saúde Pública, marque a alternativa CORRETA:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251708
Enfermagem
De acordo com a limpeza sistemática da sala de vacinação e sua manutenção, é importante que o técnico de enfermagem conheça algumas definições da terminologia anti-infecciosa. Analise as proposições relacionadas à limpeza sistemática da sala de vacinação e dos diversos ambientes em saúde.
I- Contaminação: presença de qualquer tipo de microrganismos em superfícies, corpos ou objetos.
II- Detergentes-desinfetante: formulações associadas destinadas à limpeza e desinfecção simultâneas.
III- Antissépticos: substâncias que eliminam germes e gorduras de artigos.
IV- Esterilização: remoção de microrganismos de objetos, pessoas ou ambiente.
V- Degermação: remoção ou redução do número de microrganismos da pele por meio químico ou mecânico.
Indique a alternativa CORRETA:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251707
Enfermagem
Sobre a administração de injeções intramusculares (IM), qual alternativa está CORRETA?
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251706
Enfermagem
No Brasil, através do Decreto 94.406/87 e de acordo com a Lei 7.498/86, que dispõe sobre o exercício da enfermagem, a equipe de enfermagem se orienta quanto à legitimação da sua ação na saúde. Analise as proposições abaixo e depois responda à questão, tendo como base as atribuições compatíveis com o exercício profissional do Técnico em Enfermagem.
I- Preparo e administração de medicamentos na prática clínica de enfermagem, desde que sob a supervisão dos enfermeiros.
II- Atividades auxiliares, de nível médio técnico, atribuídas à equipe de enfermagem, cabendo-lhe ações de assistência ao enfermeiro e integração com a equipe de saúde.
III- Funções de direção de órgão de enfermagem em instituições de saúde em que não exista enfermeiro.
IV- Realização de consultas de enfermagem.
Marque a alternativa que responde CORRETAMENTE
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251705
Enfermagem
É essencial que o técnico de enfermagem e toda a equipe de saúde reconheçam que a boa prática de aferição da Pressão Arterial (PA)
garante o monitoramento de boas condições de vida dos pacientes e usuários dos sistemas de saúde. Reconhecer possíveis erros de
aferição da pressão arterial é de suma importância na assistência de enfermagem oferecida. Diante dos erros e acertos dessa assistência,
é CORRETO afirmar:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251704
Enfermagem
Quanto às alterações do padrão respiratório, é importante o técnico de enfermagem saber que:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251703
Enfermagem
A medição da temperatura corporal visa à obtenção de uma média dos tecidos corporais internos. Os tecidos corporais e os processos
celulares funcionam melhor dentro de uma faixa relativamente estreita de temperatura entre 36°C e 38°C, incluindo todas as idades
(criança, adolescente, adulto e idoso). Sobre a verificação da temperatura corporal, marque a alternativa CORRETA:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251697
Noções de Informática
No Microsoft Word 2016, a imagem 
remete à seguinte
funcionalidade: _____________.
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251696
Noções de Informática
São nomes de versões do Windows 10:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251694
Noções de Informática
Considere as seguintes afirmações:
I- O hub recebe dados vindos de um computador e os transmite às outras máquinas. No momento em que isso ocorre, nenhum outro computador consegue enviar sinal. Sua liberação acontece após o sinal anterior ter sido completamente distribuído.
II- Em um switch, os dados vindos do computador de origem somente são repassados ao computador de destino.
III- O roteador pode fazer a mesma função de um switch, mas tem ainda a capacidade de escolher a melhor rota que um determinado pacote de dados deve seguir para chegar em seu destino.
É CORRETO o que se afirma em:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Técnico em Enfermagem |
Q1251687
Português
Na charge ilustrada abaixo, o diálogo entre os personagens centra-se na comparação do poder de destruição de um instrumento tecnológico que fora idealizado para facilitar a vida das pessoas (seja em relação ao processo comunicativo ou facilidade da realização de múltiplas atividades em menor tempo) ao de uma arma de fogo.
(https://www.otempo.com.br/image/contentid/policy:1.2156237:1553813433/CHARGE%20O%20TEMPO.JPG?3x2&w=940&$p$f$w=9a2eab8 Charge O Tempo, 29/03/19)
O texto situa-se em um contexto sócio-histórico-político. Infere-se da charge:
I- Ironia à evolução tecnológica, por aludir ao surgimento de uma nova forma de manifestação de violência.
II- Crítica ao uso excessivo do celular à medida que novos serviços são oferecidos aos usuários.
III- Alerta às pessoas para o perigo da liberação da posse de armas no Brasil.
IV- Reflexão sobre a polarização de ideias, fenômeno que tem se intensificado principalmente na área política.
A alternativa que traz a CORRETA interpretação é:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249971
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
“In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers.” The expression in spite of can be substituted by
“In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers.” The expression in spite of can be substituted by
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249970
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
“[...] both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions [...]”. The word which
“[...] both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions [...]”. The word which
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249969
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
Some relevant theoretical assumptions underlying Brazilian National Curricular Parameters (PCN) concerning ELTare:
Some relevant theoretical assumptions underlying Brazilian National Curricular Parameters (PCN) concerning ELTare:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249968
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
The failure of the audiolingual method in regular schools was probably due to its:
The failure of the audiolingual method in regular schools was probably due to its:
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