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“He rose through the ranks of civil service, (and was) serving at state and national levels”
Assinale a alternativa correta.
I. The process of learning how to read, achieving knowledge of the word. II. The objective of this approach was not to reproduce “banking” education. III. The challenging circumstances (…) of the Brazilian Northeast Region. IV. Exiled during the military dictatorship in Brazil.
Text: Paulo Freire and Communication Studies
(Adapted from Tania Ramalho article in Communication
- Oxford University Press.
Paulo Freire, the Brazilian activist educator and philosopher of education, affirmed that communication is at the heart of pedagogy, as teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individualization and humanization. Dialogue assumes participants from EJA - young and adult education- to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world in the process of learning how to read, achieving the meaning of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in life context at the state of Pernambuco, in the challenging circumstances – socially, historically, and geographically – of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide.
A questão foi desenvolvida em língua portuguesa oficial do Brasil.
Text: Paulo Freire and Communication Studies
(Adapted from Tania Ramalho article in Communication
- Oxford University Press.
Paulo Freire, the Brazilian activist educator and philosopher of education, affirmed that communication is at the heart of pedagogy, as teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individualization and humanization. Dialogue assumes participants from EJA - young and adult education- to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world in the process of learning how to read, achieving the meaning of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in life context at the state of Pernambuco, in the challenging circumstances – socially, historically, and geographically – of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide.
A questão foi desenvolvida em língua portuguesa oficial do Brasil.
Text: Paulo Freire and Communication Studies
(Adapted from Tania Ramalho article in Communication
- Oxford University Press.
Paulo Freire, the Brazilian activist educator and philosopher of education, affirmed that communication is at the heart of pedagogy, as teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individualization and humanization. Dialogue assumes participants from EJA - young and adult education- to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world in the process of learning how to read, achieving the meaning of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in life context at the state of Pernambuco, in the challenging circumstances – socially, historically, and geographically – of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide.
A questão foi desenvolvida em língua portuguesa oficial do Brasil.
Text: Paulo Freire and Communication Studies
(Adapted from Tania Ramalho article in Communication
- Oxford University Press.
Paulo Freire, the Brazilian activist educator and philosopher of education, affirmed that communication is at the heart of pedagogy, as teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individualization and humanization. Dialogue assumes participants from EJA - young and adult education- to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world in the process of learning how to read, achieving the meaning of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in life context at the state of Pernambuco, in the challenging circumstances – socially, historically, and geographically – of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide.
A questão foi desenvolvida em língua portuguesa oficial do Brasil.
Text: Paulo Freire and Communication Studies
(Adapted from Tania Ramalho article in Communication
- Oxford University Press.
Paulo Freire, the Brazilian activist educator and philosopher of education, affirmed that communication is at the heart of pedagogy, as teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individualization and humanization. Dialogue assumes participants from EJA - young and adult education- to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world in the process of learning how to read, achieving the meaning of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in life context at the state of Pernambuco, in the challenging circumstances – socially, historically, and geographically – of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide.
A questão foi desenvolvida em língua portuguesa oficial do Brasil.
Assinale a alternativa correta em relação ao educador da EJA.
Text: Paulo Freire and Communication Studies
(Adapted from Tania Ramalho article in Communication
- Oxford University Press.
Paulo Freire, the Brazilian activist educator and philosopher of education, affirmed that communication is at the heart of pedagogy, as teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individualization and humanization. Dialogue assumes participants from EJA - young and adult education- to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world in the process of learning how to read, achieving the meaning of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in life context at the state of Pernambuco, in the challenging circumstances – socially, historically, and geographically – of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide.
A questão foi desenvolvida em língua portuguesa oficial do Brasil.
Analise o texto abaixo para responder à questão.
MENÚ
Primeros:
Sopa del día
Ensalada mixta
Macarrones gratinados
Segundos:
Pollo asado con patatas
Calamares a la romana con ensalada
Lomo a la plancha con pimientos
Postres:
Flan, yogur, melón
(CORPAS, Jaime et. Al. Aula Internacional 1. Barcelona: Difusión, 2013, p.85).
Baseando-se na leitura do texto, assinale a
alternativa correta.
I. A sentença “Voy al teatro después de las ocho, ahora estoy trabajando.” não apresenta nenhuma falha de acordo com a norma culta da língua espanhola.
II. A sentença “Él no quiere comprar el coche, prefiere alquilar uno.” apresenta dois artigos definidos masculinos representados pelas palavras “Él” e “el”.
III. Na sentença “Son las cinco y cuarto.”, usamos o artigo definido por se tratar de horas.
IV. Na sentença “La que habla con el jefe es mi amiga” o artigo “la” exerce função de pronome por estar diante do pronome relativo “que”.
Estão corretas as afirmativas:
( ) O estilo indirecto em espanhol é usado para transmitir palavras utilizadas anteriormente por outras pessoas. Assim “Dijo que se tomaba un café” está no estilo indirecto.
( ) Na sentença “Ella gritó tanto que se quedó afónica”, o advérbio “que” indica que a oração subordinada expressa temporalidade.
( ) Na sentença “Después de pedirle perdón, se sintió mejor.” Há uma relação temporal entre as ações e percebemos essa relação por causa da palavra “después”.
( ) Na sentença “Aunque hubiera llovido, habrían ido a la playa.”, o falante sabe que não choveu.
Assinale a alternativa que apresenta a sequência correta de cima para baixo.
Potosí
Al suroeste de Sucre, a ______ altitud de más de 4000m y al pie de las montañas rojizas, se ______ la orgullosa Potosí; la historia de sus habitantes está inexorablemente ligada a la de la plata, el metal que causó ______ auge demográfico y económico de la ciudad durante tres siglos, así como su declive y la pobreza que siguió cuando se ______ más escasa.
(Brasil, 2023. Disponível em: https://antipode-bolivia.com/ es-mapa-potosi).
Assinale a alternativa que preencha correta e respectivamente as lacunas.
I. O uso de “e” ao invés de “y” na sentença “Voy al teatro con María e Iván” está correto porque a conjunção “y” muda para “e” diante de uma palavra começada pela vogal “i”.
II. Na sentença “Puesto que él no vendrá, voy al cine”, “puesto que” expressa uma ideia de causa.
III. Na sentença “Si llego temprano, te llamo” a conjunção “si” indica uma ação provável de acontecer e o uso do modo indicativo do verbo “llegar” nos leva a esta interpretação.
IV. Na sentença “Si lo ayudo, es porque es mi amigo.” A conjunção “si” expressa adição.
Estão corretas as afirmativas:
Conheça nossos planos