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Q3070454 Português
Assinale a frase que se mostra sem ambiguidade.
Alternativas
Q3070453 Português
Todos os fragmentos textuais a seguir são do tipo narrativo; o fragmento que mostra uma sucessão de acontecimentos e não de ações, é:
Alternativas
Q3070451 Pedagogia
Avalie se a Lei n° 9.394/1996, que estabelece as diretrizes e bases da educação nacional, dispõe, em seu Art. 1º, que a educação abrange os processos formativos que se desenvolvem

I. na vida familiar. II. na convivência humana. III. nos movimentos sociais e nas organizações da sociedade civil. IV. nas manifestações culturais. V. no trabalho.

Está correto o que se afirma em
Alternativas
Q3070407 Inglês

Text IV


Diversity and Inclusive Teaching


    Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]


    Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.


Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/

The word “fairness”(2nd paragraph) is formed by:
Alternativas
Q3070406 Inglês

Text IV


Diversity and Inclusive Teaching


    Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]


    Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.


Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/

The stressed syllable in the word “equity” (1st paragraph) is the same as in:
Alternativas
Q3070405 Inglês

Text IV


Diversity and Inclusive Teaching


    Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]


    Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.


Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/

The verb “seek” (1st paragraph) presents the base form, the simple past and the past participle in the same way as in:
Alternativas
Q3070404 Inglês

Text IV


Diversity and Inclusive Teaching


    Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]


    Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.


Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/

When the text states that “students feel supported” (2nd paragraph), it is meant that they feel:
Alternativas
Q3070403 Inglês

Text IV


Diversity and Inclusive Teaching


    Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]


    Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.


Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/

Analyse the assertions below based on Text IV:

I. The concepts discussed in the text must not be combined. II. Polite self-expression is encouraged by inclusive teaching. III. Inclusion is a target that should be met.

Choose the correct answer:
Alternativas
Q3070402 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

The adverb “now” indicates: 
Alternativas
Q3070401 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

“Exceedingly long” in “exceedingly long novel” can be replaced without change in meaning by:
Alternativas
Q3070400 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

The opposite of the quantifier in “a few pages” (1st panel) is:
Alternativas
Q3070399 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

In the last panel, “might as well” indicates a(n):
Alternativas
Q3070398 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

In the first panel, “then” is used to: 
Alternativas
Q3070397 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

The suffix in “exceedingly” has the same function as in:
Alternativas
Q3070396 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

The idiom in “Another chapter can’t hurt” implies that the reading might prove to be:
Alternativas
Q3070395 Inglês

Text III



Q48_55.png (408×211)

From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/

The person in the comic strip is:
Alternativas
Q3070394 Inglês

Text II



Q43_47.png (277×428)

From: https://images.app.goo.gl/dCFurjmcnZzU7AHS6

The verb phrase in “It can be understood” is in the same voice as in the title of the song:
Alternativas
Q3070393 Inglês

Text II



Q43_47.png (277×428)

From: https://images.app.goo.gl/dCFurjmcnZzU7AHS6

The modal verb used in this poster indicates:
Alternativas
Q3070392 Inglês

Text II



Q43_47.png (277×428)

From: https://images.app.goo.gl/dCFurjmcnZzU7AHS6

In the poster, the words “tough” and “through” when used in the sentences “He is tough” and “He can go through a side entrance” are, respectively:
Alternativas
Q3070391 Inglês

Text II



Q43_47.png (277×428)

From: https://images.app.goo.gl/dCFurjmcnZzU7AHS6

In relation to “English is weird”, the words “through”,”tough”, “thorough”, “thought” and “though”:
Alternativas
Respostas
4061: C
4062: B
4063: C
4064: C
4065: B
4066: E
4067: B
4068: E
4069: E
4070: B
4071: E
4072: A
4073: E
4074: C
4075: A
4076: C
4077: C
4078: B
4079: B
4080: A