Questões de Concurso Militar EsFCEx 2020 para Magistério de Inglês
Foram encontradas 70 questões
Q1778051
Pedagogia
Assinale a alternativa correta a partir dos conceitos de
aprendizagem e desenvolvimento para Piaget.
Q1778052
Pedagogia
Jonas, lendo a respeito da visão interdisciplinar e transversal do conhecimento, verificou que a transversalidade é um modo de se organizar o trabalho didático-pedagógico, modo esse que procura reintegrar aspectos
da realidade que ficaram isolados uns dos outros pelo
tratamento disciplinar. Ele também verificou que a transversalidade, assim como a interdisciplinaridade, rejeita a
concepção de conhecimento que toma a realidade como
algo estável, pronto e acabado.
A partir das leituras feitas, nomeadamente do art. 13, § 6° , da Resolução CNE/CEB n° 04/2010, Jonas tomou ciência de que, na abordagem curricular, a transversalidade está ligada à dimensão didático-pedagógica enquanto a interdisciplinaridade refere-se
A partir das leituras feitas, nomeadamente do art. 13, § 6° , da Resolução CNE/CEB n° 04/2010, Jonas tomou ciência de que, na abordagem curricular, a transversalidade está ligada à dimensão didático-pedagógica enquanto a interdisciplinaridade refere-se
Q1778053
Pedagogia
Segundo Teresa Mauri (in Coll,1999, capítulo 4), atualmente, são três as concepções da aprendizagem e do
ensino escolar mais habituais entre os docentes. Para a
primeira concepção, aprender consiste em conhecer as
respostas corretas para as perguntas formuladas pelos
professores, cabendo ao ensino reforçar positivamente
tais respostas. Para a segunda concepção, aprender
consiste em adquirir conhecimentos relevantes de uma
cultura, competindo ao ensino proporcionar aos alunos
as informações de que necessitam. Finalmente, para a
terceira concepção, a aprendizagem escolar consiste em
construir conhecimentos culturais a partir de atividade
pessoal; o aluno é um ser ativo que aprende a aprender.
Conforme expõe Mauri no referido texto, nessa terceira vertente, o papel do ensino consiste em
Conforme expõe Mauri no referido texto, nessa terceira vertente, o papel do ensino consiste em
Q1778055
Pedagogia
Em “Avaliação mediadora: uma relação dialógica na
construção do conhecimento”, Hoffmann (in Revista
Ideias, n°
22, p. 54) argumenta que a concepção comportamentalista sobre a avaliação manifesta-se na prática avaliativa de um grande número de professores. Tais
profissionais demonstram não perceber o autoritarismo
intrínseco a essa concepção. Quando dominados pela
convicção de que a forma de avaliar na perspectiva comportamentalista é a melhor que se conhece, esses professores não podem evoluir no sentido de dois princípios
presentes em uma avaliação mediadora (tipo de avaliação defendido por Hoffmann).
Na visão de Hoffmann, segundo o artigo em pauta, os dois princípios presentes em uma avaliação mediadora são o
Na visão de Hoffmann, segundo o artigo em pauta, os dois princípios presentes em uma avaliação mediadora são o
Q1778056
Pedagogia
No mundo atual, globalizado, as Tecnologias de Informação e Comunicação (TIC) têm se incorporado a diversas
áreas do desenvolvimento humano, entre elas a da educação. Nesse contexto, segundo Moran (2004), o professor, do ponto de vista metodológico, necessita aprender
a contrabalançar processos de organização e de “provocação” na sala de aula. Para o referido autor, uma das
dimensões fundamentais do educar consiste em auxiliar
os alunos a descobrirem uma lógica dentro do caos de
informações que possuímos, organizar numa síntese
coerente (ainda que momentânea) das informações dentro de um campo de conhecimento. Moran afirma que
compreender consiste em organizar, sistematizar, comparar, avaliar e contextualizar. Uma segunda dimensão
pedagógica busca questionar essa compreensão, criando uma tensão para ultrapassá-la, transformá-la, caminhando em direção a novas sínteses, novas formas de
compreensão.
Para isso, Moran afirma, nesse texto, que o professor precisa
Para isso, Moran afirma, nesse texto, que o professor precisa
Q1778057
Inglês
Texto associado
Read the following extract and answer question.
The disjunction between method as conceptualized
by theorists and method as conducted by teachers is the
direct consequence of the inherent limitations of the concept
of method itself. First and foremost, methods are based
on idealized concepts geared toward idealized contexts.
Since language learning and teaching needs, wants, and
situations are unpredictably numerous, no idealized method
can visualize all the variables in advance in order to provide
situation-specific suggestions that practicing teachers so
clearly need in order to tackle the challenges they confront
every day of their professional lives. As a predominantly topdown exercise, the conception and construction of methods
have been largely guided by a one-size-fits-all (…) approach
that assumes a common clientele with common goals.
(KUMARAVADIVELU, B. Beyond methods:
macrostrategies for language teaching. Adapted)
Considering the excerpt above, it is fair to say that the
writer argues for the
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778058
Inglês
Texto associado
Read the following extract and answer question.
The disjunction between method as conceptualized
by theorists and method as conducted by teachers is the
direct consequence of the inherent limitations of the concept
of method itself. First and foremost, methods are based
on idealized concepts geared toward idealized contexts.
Since language learning and teaching needs, wants, and
situations are unpredictably numerous, no idealized method
can visualize all the variables in advance in order to provide
situation-specific suggestions that practicing teachers so
clearly need in order to tackle the challenges they confront
every day of their professional lives. As a predominantly topdown exercise, the conception and construction of methods
have been largely guided by a one-size-fits-all (…) approach
that assumes a common clientele with common goals.
(KUMARAVADIVELU, B. Beyond methods:
macrostrategies for language teaching. Adapted)
Kumaravadivelu states that there are over 15 methods
for Second and Foreign Language (L2) teaching, which
he divides into three categories, i.e. language-centered,
learner-centered and learning-centered methods, as
seen, respectively, in alternative:
Q1778059
Inglês
The term pedagogy of multiliteracies was created in 1996,
by the New London Group. According to Rojo and Moura
(2012), the group asked themselves questions such
as “O que é uma educação apropriada para mulheres,
para indígenas, para imigrantes que não falam a língua
nacional, para falantes dos dialetos não padrão? (...).”
(ROJO, R.; MOURA, E. (orgs). Multiletramentos na escola.)
Assinale a alternativa que melhor caracteriza a pedagogia dos multiletramentos.
(ROJO, R.; MOURA, E. (orgs). Multiletramentos na escola.)
Assinale a alternativa que melhor caracteriza a pedagogia dos multiletramentos.
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778060
Inglês
Texto associado
Leia o texto e responda à questão.
The discussion of the worldliness of English (…) suggests
that it is impossible to separate English from its many
contexts, and therefore, that the idea that it might be possible
to ‘just teach the language’ - is (…) indefensible. (…) To
teach is to be caught up in an array of questions concerning
curriculum, educational systems and classroom practices:
(1) whose knowledges and cultures are given credence?
(2) to what extent does an educational system reproduce
social and cultural inequalities? And (3) what understandings
of language, culture, education, authority, knowledge or
communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an
international language. Adaptado).
A discussão de Pennycook sobre “just teach the language”
vai ao encontro do debate sobre multiletramentos feito
por Rojo e Moura em seu livro, uma vez que os autores
entendem que, para ensinar na área, é preciso que o(a)
professor(a)
Q1778061
Inglês
Texto associado
Leia o texto e responda à questão.
The discussion of the worldliness of English (…) suggests
that it is impossible to separate English from its many
contexts, and therefore, that the idea that it might be possible
to ‘just teach the language’ - is (…) indefensible. (…) To
teach is to be caught up in an array of questions concerning
curriculum, educational systems and classroom practices:
(1) whose knowledges and cultures are given credence?
(2) to what extent does an educational system reproduce
social and cultural inequalities? And (3) what understandings
of language, culture, education, authority, knowledge or
communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an
international language. Adaptado).
According to Daniels and Hedegaard (2011/2013),
one can say that the greatest challenges for teachers
to formulate their actions in classes with students with
disabilities would be the
Q1778062
Inglês
Texto associado
Leia o texto e responda à questão.
The discussion of the worldliness of English (…) suggests
that it is impossible to separate English from its many
contexts, and therefore, that the idea that it might be possible
to ‘just teach the language’ - is (…) indefensible. (…) To
teach is to be caught up in an array of questions concerning
curriculum, educational systems and classroom practices:
(1) whose knowledges and cultures are given credence?
(2) to what extent does an educational system reproduce
social and cultural inequalities? And (3) what understandings
of language, culture, education, authority, knowledge or
communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an
international language. Adaptado).
Um plano de curso para o ensino de língua inglesa
que siga os pressupostos discutidos por Pennycook no
excerto deveria levar em consideração
Q1778063
Português
Texto associado
Considere a reflexão a seguir e responda à questão.
A partir da leitura do livro Hipermodernidade, multiletramentos e gêneros discursivos, é possível dizer que os gêneros textuais, os gêneros do discurso e a tipologia textual são
construtos cada vez mais importantes para o professor, especialmente aquele que ensina línguas.
(ROJO, R. e BARBOSA, J. P. Hipermodernidade,
multiletramentos e gêneros discursivos.)
Sobre os gêneros do discurso, pode-se afirmar que
Q1778064
Português
Texto associado
Considere a reflexão a seguir e responda à questão.
A partir da leitura do livro Hipermodernidade, multiletramentos e gêneros discursivos, é possível dizer que os gêneros textuais, os gêneros do discurso e a tipologia textual são
construtos cada vez mais importantes para o professor, especialmente aquele que ensina línguas.
(ROJO, R. e BARBOSA, J. P. Hipermodernidade,
multiletramentos e gêneros discursivos.)
A expressão tipologia textual se refere a
Q1778065
Inglês
Texto associado
Leia o texto para responder à questão.
By the end of the twentieth century English was already
well on its way to becoming a genuine lingua franca. Just as
in the Middle Ages Latin became for a time a language of
international communication, so English is now commonly
used in exchanges between, say, Japanese and Argentinian
business people or between Singaporeans and their
Vietnamese counterparts.
A number of researchers have studied lingua franca
conversations and have noted a number of somewhat
surprising characteristics, including:
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
The expression lingua franca refers to
Q1778066
Inglês
Texto associado
Leia o texto para responder à questão.
By the end of the twentieth century English was already
well on its way to becoming a genuine lingua franca. Just as
in the Middle Ages Latin became for a time a language of
international communication, so English is now commonly
used in exchanges between, say, Japanese and Argentinian
business people or between Singaporeans and their
Vietnamese counterparts.
A number of researchers have studied lingua franca
conversations and have noted a number of somewhat
surprising characteristics, including:
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
The considerations in the excerpt suggest that the
teaching of oral skills in an English as lingua franca
perspective should
Q1778067
Inglês
Texto associado
Leia o texto para responder à questão.
By the end of the twentieth century English was already
well on its way to becoming a genuine lingua franca. Just as
in the Middle Ages Latin became for a time a language of
international communication, so English is now commonly
used in exchanges between, say, Japanese and Argentinian
business people or between Singaporeans and their
Vietnamese counterparts.
A number of researchers have studied lingua franca
conversations and have noted a number of somewhat
surprising characteristics, including:
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
As far as the teaching of standard English is concerned,
the pluralization of the underlined noun is only acceptable
in alternative:
Q1778068
Inglês
Texto associado
Leia o texto para responder à questão.
By the end of the twentieth century English was already
well on its way to becoming a genuine lingua franca. Just as
in the Middle Ages Latin became for a time a language of
international communication, so English is now commonly
used in exchanges between, say, Japanese and Argentinian
business people or between Singaporeans and their
Vietnamese counterparts.
A number of researchers have studied lingua franca
conversations and have noted a number of somewhat
surprising characteristics, including:
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
Do conteúdo do excerto, emerge uma relevante questão
referente à educação linguística em uma cultura globalizada, qual seja:
Q1778070
Inglês
Texto associado
Leia o texto para responder à questão.
A ‘dificuldade’ de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto
fácil ou difícil do ponto de vista linguístico, simplesmente. Na
sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
Um texto autêntico oferece mais oportunidades para o
aluno e o professor tomarem contato com o inglês “de verdade”, aquele usado em comunicação real, no mundo real.
Um texto real possui todos os defeitos e as virtudes da vida
real: é complexo, rico, imprevisível, interessante e arriscado.
As sequências de palavras de um texto autêntico ecoam nas
vozes dos milhões de falantes de inglês no mundo. Um texto
artificial, por sua vez, ecoa apenas parcialmente e não exibe
o encanto e o desafio do texto autêntico.
(Tony B. Sardinha. “The book is not on the table: autenticidade e
idiomaticidade do texto para ensino de inglês na perspectiva da linguística
de corpus”. IN: Maria Cristina Damianovic (org). Material Didático:
Elaboração e Avaliação. Adaptado)
A pertinent reading activity with an authentic English
text for use with adult beginner students is presented in
alternative:
Q1778071
Inglês
Leia o texto.
Design relates to the thinking underlying materials. This will involve the consideration of areas such as the apparent aim of materials (such as the development of ‘general English’, English for Specific Purposes (ESP), or specific skills), how the tasks, language and content in the materials are selected and sequenced, and the nature and focus of the content in the materials.
(Andrew Littlejohn. “The analysis of language teaching materials: inside the Trojan House”. IN: B. Tomlinson (ed). Material Development in Language Teaching. Adaptado)
Materials designed for ESP courses should
Design relates to the thinking underlying materials. This will involve the consideration of areas such as the apparent aim of materials (such as the development of ‘general English’, English for Specific Purposes (ESP), or specific skills), how the tasks, language and content in the materials are selected and sequenced, and the nature and focus of the content in the materials.
(Andrew Littlejohn. “The analysis of language teaching materials: inside the Trojan House”. IN: B. Tomlinson (ed). Material Development in Language Teaching. Adaptado)
Materials designed for ESP courses should
Q1778072
Inglês
Texto associado
Read the text below and answer the question.
Thought-in-Action Links
It is important to recognize that methods link thoughts
and actions, because teaching is not entirely about one
or the other. As a teacher of language, you have thoughts
about your subject matter – what language is, what culture
is – and about your students – who they are as learners and
how it is they learn. You also have thoughts about yourself
as a teacher and what you can do to help your students to
learn. Many of your thoughts have been formed by your own
experience as a language learner. With this awareness, you
are able to examine why you do what you do and perhaps
choose to think about or do things differently.
As an example, let us relate an anecdote about a teacher
with whom Diane Larsen-Freeman was working some time
ago. From her study of methods in Stevick (1980), Heather
(not her real name) became interested in how to work with
teacher control and student initiative in her teaching. She
determined that during her student teaching internship, she
would exercise less control of the lesson in order to encourage
her students to take more initiative, and have them impose
the questions in the classroom, since so often it is the teacher
who asks all the questions, not the students.
However, she felt that the students were not taking the
initiative, but she could not see what was wrong. When Diane
Larsen Freeman, who was her supervisor, visited her class,
she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
This pattern continued for some time. It was clear to see
that Heather had successfully avoided the common problem
of the teacher asking all the questions in the class. The
teacher was not asking the questions – the students were.
However, Heather had not achieved her goal of encouraging
student initiative.
(Larsen-Freeman, D. 2000. Adaptado)
Heather might have improved the classroom situation if
she had
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