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The relationship between teacher and student in the
classroom is characterized by a complexity that goes
beyond simple didactic interaction or warm human
interaction. Both parties play fundamental roles, where
the actions of one affect those of the other, and the
student is not seen as a mere recipient of knowledge but
as a being capable of thinking, reflecting, and actively
participating in the educational process.
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According to Law N. 13,146/2015, it is the responsibility
of the government to create, implement, and evaluate the
inclusive educational system at all levels and modalities,
excluding the improvement of educational systems.
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Within the Communicative Approach, promoting group
work is a valued strategy for teaching a foreign language.
This methodology emphasizes the importance of allowing
students to interact with each other in small groups,
which can maximize their opportunities for
communicative practice.
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Verb phrases contain a verb as their central element.
However, sentences that include a modal verb (such as
can, may might etc) can also be considered a verb phrase,
since the modal verb will change the meaning and tone of
the main verb. It is important to note that modal verbs is
the only exception to verb phrases without a verb as its
central element.
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In the liberating progressive pedagogy, inspired by Paulo
Freire, the transmission of structured content based on
the students' experiences is valued, aiming at raising
awareness about social reality.