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Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108056
Inglês
Texto associado
Acessed on: August 31th, 2019 (Free translation).
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT II
Reading approaches language practices which come
directly from the interaction of the reader with the written
text, especially under the focus of the constitution of
meaning, based on understanding and interpreting genres
written in the English language, which circulate in the
various fields and layers of society. The practice of reading
in English promotes, for example, the development of
strategies of textual recognition (the use of verbal and
non-verbal clues into the formulation of hypotheses and
inferences) and of the investigation of the ways in which
the contexts in the BNCC facilitate processes of meaning
and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly
potentialized by digital media, makes it possible to live, in
a meaningful and pre-given way, diverse ways of reading
(reading in order to have a general idea of the text, search
for specific information, understand details, etc.), as well
as different aims at reading (in order to do research, or
enhance one’s own writing, read aloud to defend ideas or
arguments, to act in the actual world, always in a critical
manner, among other aims). Besides, reading practices
in English include diverse possibilities of contexts in
the use of languages for research and enhancing of
knowledge of meaningful themes for the students, in
interdisciplinary works or esthetic appreciation of genres
like poems, plays, etc.
Reading from chosen texts, involving practice with
diverse written and multimodal texts, of great importance
to the life of students in their school, social and cultural
aspects, as well as the analyzing and problematizing of
the chosen texts, help develop critical reading and the
building of an autonomous and creative trajectory in
language learning.
BRASIL. Base Nacional Comum Curricular (BNCC).
Available
at: <http://basenacionalcomum.mec.gov.br/>.
Among other advantages in the learning process, reading
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108055
Inglês
Texto associado
Acessed on: August 31th, 2019 (Free translation).
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT II
Reading approaches language practices which come
directly from the interaction of the reader with the written
text, especially under the focus of the constitution of
meaning, based on understanding and interpreting genres
written in the English language, which circulate in the
various fields and layers of society. The practice of reading
in English promotes, for example, the development of
strategies of textual recognition (the use of verbal and
non-verbal clues into the formulation of hypotheses and
inferences) and of the investigation of the ways in which
the contexts in the BNCC facilitate processes of meaning
and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly
potentialized by digital media, makes it possible to live, in
a meaningful and pre-given way, diverse ways of reading
(reading in order to have a general idea of the text, search
for specific information, understand details, etc.), as well
as different aims at reading (in order to do research, or
enhance one’s own writing, read aloud to defend ideas or
arguments, to act in the actual world, always in a critical
manner, among other aims). Besides, reading practices
in English include diverse possibilities of contexts in
the use of languages for research and enhancing of
knowledge of meaningful themes for the students, in
interdisciplinary works or esthetic appreciation of genres
like poems, plays, etc.
Reading from chosen texts, involving practice with
diverse written and multimodal texts, of great importance
to the life of students in their school, social and cultural
aspects, as well as the analyzing and problematizing of
the chosen texts, help develop critical reading and the
building of an autonomous and creative trajectory in
language learning.
BRASIL. Base Nacional Comum Curricular (BNCC).
Available
at: <http://basenacionalcomum.mec.gov.br/>.
The text says that the digital media
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108054
Inglês
Texto associado
Acessed on: August 31th, 2019 (Free translation).
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT II
Reading approaches language practices which come
directly from the interaction of the reader with the written
text, especially under the focus of the constitution of
meaning, based on understanding and interpreting genres
written in the English language, which circulate in the
various fields and layers of society. The practice of reading
in English promotes, for example, the development of
strategies of textual recognition (the use of verbal and
non-verbal clues into the formulation of hypotheses and
inferences) and of the investigation of the ways in which
the contexts in the BNCC facilitate processes of meaning
and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly
potentialized by digital media, makes it possible to live, in
a meaningful and pre-given way, diverse ways of reading
(reading in order to have a general idea of the text, search
for specific information, understand details, etc.), as well
as different aims at reading (in order to do research, or
enhance one’s own writing, read aloud to defend ideas or
arguments, to act in the actual world, always in a critical
manner, among other aims). Besides, reading practices
in English include diverse possibilities of contexts in
the use of languages for research and enhancing of
knowledge of meaningful themes for the students, in
interdisciplinary works or esthetic appreciation of genres
like poems, plays, etc.
Reading from chosen texts, involving practice with
diverse written and multimodal texts, of great importance
to the life of students in their school, social and cultural
aspects, as well as the analyzing and problematizing of
the chosen texts, help develop critical reading and the
building of an autonomous and creative trajectory in
language learning.
BRASIL. Base Nacional Comum Curricular (BNCC).
Available
at: <http://basenacionalcomum.mec.gov.br/>.
The reading practice does not:
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108053
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to Nuttal (mentioned in the text), the selection
of authentic reading material should consider some
guidelines, as presented below. Mark the alternative that
is not included as an item.
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108052
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to the text, the authentic reasons we read can
be summarized as:
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108051
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
The author of the article does not consider that
non-authentic texts
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108050
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
Some textbooks still make use of non-authentic texts
because
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108049
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
The article says that in communicative language teaching
authentic texts should be presented
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108048
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to the text, the strategies used by readers vary
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108047
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to the text, a good reader in the mother tongue
usually
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107672
Legislação dos Municípios do Estado de Minas Gerais
A Administração Pública do Município de Uberaba observa princípios previstos em sua Lei Orgânica.
Nesse contexto, são princípios da Administração Pública, EXCETO:
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107670
Conhecimentos Gerais
Cândido Portinari é um dos pintores brasileiros mais famosos do mundo. Sua principal obra acaba de ser completamente restaurada e é permanentemente exposta no hall de entrada do prédio das Nações Unidas em Nova York, EUA.
Assinale a alternativa com o nome dessa obra.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107669
Conhecimentos Gerais
A tuberculose é causada por uma bactéria que afeta principalmente os pulmões. Os sintomas mais frequentes são, no início da doença, tosse seca contínua, depois, tosse com presença de secreção por mais de quatro semanas.
Assinale a alternativa com o nome da vacina que previne as formas mais agressivas dessa doença.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107668
Atualidades
Em 5 de agosto de 2010, 33 mineiros ficaram presos em uma mina de cobre, na qual estavam soterrados a uma profundidade de aproximadamente 700 metros. Este ano, em 13 de outubro, comemorou-se os 5 anos de fim desse drama.
Nesse contexto, assinale a alternativa que apresenta o país em que a tragédia aconteceu.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107667
Atualidades
Em anúncio no dia 2 de outubro de 2015, como uma das medidas para o ajuste fiscal, muito comentado durante todo esse ano, o governo federal decidiu diminuir os gastos públicos.
Assinale a alternativa que apresenta os ministérios que foram fundidos a outros e, consequentemente, extintos.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107666
Atualidades
Em 2015 foi realizado em Paris, organizado pela ONU, um encontro que reuniu líderes e representantes de mais de 190 países para propor um novo acordo sobre as mudanças climáticas no mundo.
Assinale a alternativa que apresenta o nome do encontro.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107660
Português
Texto associado
INSTRUÇÃO: Leia o texto a seguir para responder à questão.
O homem que sabe
Para Anatol Rosenfeld, a concretização de muitas ideias kantianas apenas esboçadas coube a Schiller, especialmente no domínio da estética.
O homem, pensa Friedrich Schiller, é determinado pelas forças da natureza e, na grande maioria das vezes, perde para ela. A única liberdade humana consiste em não se deixar escravizar, o que implica exercer o senso moral por meio da linguagem e do pensamento. A capacidade humana de criar valores representa o domínio próprio do homem; eles são o modo humano de se contrapor à natureza, por isso não derivam da necessidade, mas da liberdade. É por “claro saber e livre decisão” que o homem troca o estatuto de independência, no estado natural, pelo do contrato, no estado moral.
No entanto, esta contraposição entre a natureza de um lado e o homem de outro se compõe com um combate que pode aniquilar o homem, porque gera uma luta sem fim. Somente o senso estético, ele diz, como um terceiro caráter, pode fazer a ponte entre estes dois domínios; é ele que desfaz esta polaridade, porque aproxima o que a razão afasta. Se a razão teórica precisa decompor, separar, o senso estético se caracteriza por compor, aproximar. O senso estético existe para reunir o que a razão teve de separar.
Enquanto apenas luta contra a natureza, por meio do conhecimento que fragmenta o mundo tentando conhecê-lo ou dominá-lo, o homem perde, porque, em última instância, é sempre finito, mortal. Mas ele pode, auxiliado pelo senso estético, não lutar contra o mundo, o que implica em não fragmentá-lo, mas se ver inserido nele e, fortalecido pelo sentimento de pertencimento, tornar-se capaz de lidar com as perdas. A faculdade do juízo, diz Kant, é a capacidade de pensar o particular contido no universal, por isso somente ela é capaz de desfazer a unidade fictícia e provisória do sujeito particular, reinserindo-o na totalidade que o sustenta e alimenta. É a sua consciência individual, ou seja, é o saber de si como provisório que o faz sofrer. Quando o homem se sente inserido no todo, o sofrimento particular perde importância e ele, então, não sucumbe e vence a natureza, não pela força, mas pelo puro exercício da liberdade moral, que fortalece, amplia, alarga a alma.
[...]
MOSÉ, Viviane. O homem que sabe. In: ARRAIS, Rafael.
Schiller e a dimensão estética. Textos para reflexão. Disponível em:
<http://zip.net/bnsbWn>
Releia o trecho a seguir.
“A capacidade humana de criar valores representa o domínio próprio do homem; eles são o modo humano de se contrapor à natureza, por isso não derivam da necessidade, mas da liberdade.”
Com base nesse trecho, analise as afirmativas a seguir.
I. O pronome “eles” refere-se aos valores humanos.
II. A locução “por isso” possui valor semântico conclusivo.
III. “Mas” é uma conjunção adversativa.
IV. Os valores são frutos da liberdade humana.
Segundo a norma padrão, estão CORRETAS as afirmativas:
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107658
Português
Texto associado
INSTRUÇÃO: Leia o texto a seguir para responder à questão.
O homem que sabe
Para Anatol Rosenfeld, a concretização de muitas ideias kantianas apenas esboçadas coube a Schiller, especialmente no domínio da estética.
O homem, pensa Friedrich Schiller, é determinado pelas forças da natureza e, na grande maioria das vezes, perde para ela. A única liberdade humana consiste em não se deixar escravizar, o que implica exercer o senso moral por meio da linguagem e do pensamento. A capacidade humana de criar valores representa o domínio próprio do homem; eles são o modo humano de se contrapor à natureza, por isso não derivam da necessidade, mas da liberdade. É por “claro saber e livre decisão” que o homem troca o estatuto de independência, no estado natural, pelo do contrato, no estado moral.
No entanto, esta contraposição entre a natureza de um lado e o homem de outro se compõe com um combate que pode aniquilar o homem, porque gera uma luta sem fim. Somente o senso estético, ele diz, como um terceiro caráter, pode fazer a ponte entre estes dois domínios; é ele que desfaz esta polaridade, porque aproxima o que a razão afasta. Se a razão teórica precisa decompor, separar, o senso estético se caracteriza por compor, aproximar. O senso estético existe para reunir o que a razão teve de separar.
Enquanto apenas luta contra a natureza, por meio do conhecimento que fragmenta o mundo tentando conhecê-lo ou dominá-lo, o homem perde, porque, em última instância, é sempre finito, mortal. Mas ele pode, auxiliado pelo senso estético, não lutar contra o mundo, o que implica em não fragmentá-lo, mas se ver inserido nele e, fortalecido pelo sentimento de pertencimento, tornar-se capaz de lidar com as perdas. A faculdade do juízo, diz Kant, é a capacidade de pensar o particular contido no universal, por isso somente ela é capaz de desfazer a unidade fictícia e provisória do sujeito particular, reinserindo-o na totalidade que o sustenta e alimenta. É a sua consciência individual, ou seja, é o saber de si como provisório que o faz sofrer. Quando o homem se sente inserido no todo, o sofrimento particular perde importância e ele, então, não sucumbe e vence a natureza, não pela força, mas pelo puro exercício da liberdade moral, que fortalece, amplia, alarga a alma.
[...]
MOSÉ, Viviane. O homem que sabe. In: ARRAIS, Rafael.
Schiller e a dimensão estética. Textos para reflexão. Disponível em:
<http://zip.net/bnsbWn>
Releia o trecho a seguir.
“No entanto, esta contraposição entre a natureza de um lado e o homem de outro se compõe com um combate que pode aniquilar o homem, porque gera uma luta sem fim.”
“No entanto” e “porque”, presentes nesse trecho, podem ser substituídos, sem prejuízo do sentido original, respectivamente, por:
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Provas:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Analista de Recursos Humanos
|
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Assistente Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde IV - Enfermeiro Padrão |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Saúde V - Dentista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Farmacêutico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regularização e Fiscalização da Saúde - Direito |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Médico |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Analista de Auditoria Regulação e Fiscalização da Saúde - Odontólogo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Educador Social |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Jornalista |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Especialista de Serviços Públicos - Secretário Executivo |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Ciências |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Educação Física |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - História |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Informática |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Geografia |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Português |
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Matemática |
Q1107656
Português
Leia o e-mail a seguir, enviado por um funcionário ao seu setor de trabalho.
Boa tarde,
segue em anexo o relatório da última reunião e a sua ata.
Se houverem dúvidas estou a disposição.
Atenciosamente.
Assinale a alternativa em que a reescrita desse e-mail está adequada à norma padrão.
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Provas:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Educação Infantil / Séries Iniciais
|
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Especialista em Educação Básica I e II |
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Ciências |
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Educação Física |
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Geografia |
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - História |
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Portuguesa |
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Matemática |
Q1102873
Direito Administrativo
Considere as seguintes afirmativas sobre o sistema remuneratório do servidor público:
I.Os vencimentos dos cargos do Poder Legislativo e do Poder Judiciário não poderão ser superiores aos pagos pelo Poder Executivo.
II. A remuneração em regime de subsídio é obrigatória, entre outros, para os membros de qualquer dos Poderes da União, dos estados, do Distrito Federal e dos municípios.
III. A remuneração dos servidores públicos e o subsídio somente poderão ser fixados ou alterados por lei específica.
Segundo o que prevê a Constituição da República, está(ão) correta(s) a(s) afirmativas
Conheça nossos planos