Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.874 questões
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipira - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipira - SC - Professor de Letras (Língua Inglesa) |
Q3828922
Inglês
Viewing oral communication as a form of literacy implies
understanding speech not just as a skill but as a situated
social practice involving interaction and negotiation.
Choose the alternative that correctly describes the pedagogical implication of this perspective for the English classroom.
Choose the alternative that correctly describes the pedagogical implication of this perspective for the English classroom.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826814
Inglês
When teaching writing for everyday situations, it is
essential to address the concept of register, ensuring that
the tone is appropriate for the target audience. If a
student is required to write a formal letter of complaint to
a company regarding a defective product, the closing
salutation must match the formality of the content. Select
the alternative that presents the most appropriate closing
for a formal letter that begins with "Dear Sir or Madam,".
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826811
Inglês
The role of English as a Lingua Franca (ELF) challenges the traditional native-speaker ideal, shifting the pedagogical focus towards intelligibility and cultural fluidity in global interactions. Regarding the implications of ELF for teaching culture in the English classroom, mark T for True and F for False in the following statements:
(__)ELF pedagogy prioritizes the ability to accommodate and negotiate meaning across diverse cultural backgrounds over the imitation of native-speaker cultural norms.
(__)Teaching culture in an ELF context implies presenting the culture of the United Kingdom or the United States as the sole correct model for social behavior.
(__)Intercultural awareness in ELF involves reflecting on how one's own cultural background influences communication with speakers from different origins.
(__)In the ELF perspective, cultural misunderstandings should be ignored to maintain the flow of conversation without interruption.
Choose the alternative that presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825694
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the key contradiction Szundy finds in
the BNCC’s English language component, particularly in 6th
grade skills, is
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825693
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the BNCC’s inclusion of an
intercultural axis, which values plural ways of being in the world,
is viewed by Szundy as a feature that
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2026 - Prefeitura de Caçapava - SP - Professor I (PI) |
Q3816875
Inglês
Em que pese a coexistência de diferentes terminologias para designar o ensino da Língua Inglesa, bem como suas ênfases específicas, pontos de aproximação e eventuais sobreposições conceituais, o tratamento conferido a esse componente curricular desloca o foco de uma perspectiva estritamente normativa ou territorial. Nesse sentido, privilegia-se a compreensão do inglês a partir de sua função social e política, reconhecendo-o como meio de interação em contextos plurilíngues, interculturais e globalizados, o que conduz à sua abordagem no estatuto de:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Aparecida - SP
Prova:
Avança SP - 2026 - Prefeitura de Aparecida - SP - Professor III - Ensino Fundamental - Inglês |
Q3802309
Inglês
According to the Brazilian National Common Curricular Base (BNCC), the English language is
primarily treated as a:
Ano: 2025
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2025 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa - Edital nº 15 |
Q4037192
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
New research unveils the "dark side" of social media
influencers and their impact on marketing and
consumer behaviour
Social media influencers (SMIs) pose psychological,
health and security risks and need tighter regulation, a
new study finds.
SMIs have revolutionised marketing, shaping consumer
behaviour, brand strategies, and even societal norms.
However, new research exposes a lesser-known side of
influencer culture, one that raises ethical, psychological,
and regulatory concerns.
A recent study by the University of Portsmouth
systematically examines the negative impacts of SMIs,
highlighting issues such as misinformation, endorsement
of dangerous products, unrealistic beauty standards, the
fostering of a comparison culture, deceptive
consumption, and privacy risks.
With influencer marketing projected to reach an
estimated $480 billion by 2027, companies increasingly
rely on SMIs to promote products and foster consumer
trust.
A Digital Marketing Institute (2024) survey found that 60
per cent of consumers trust influencer recommendations,
with nearly half of all purchasing decisions being
influenced by these endorsements. However, as
influencer culture grows, so do concerns about its
unintended consequences.
Many SMIs act as opinion leaders or experts within their
respective areas, frequently reviewing products and
leveraging their authority, expertise, or relationships with
followers to influence purchasing decisions. Some inspire
and entertain; others deceive and upset. The deception
and damage, and their impact on consumption, need to
be carefully regulated.
Yuksel Ekinci, Professor of Marketing and Sales at the
University of Portsmouth
The paper, published in Psychology and Marketing,
warns power of SMIs is creating a worrying consumer
landscape. Unlike traditional celebrities, whose fame is
typically rooted in institutional settings - such as acting,
music, or sports - SMIs gain recognition through social media platforms, often relying on personal branding and
consistent engagement with their audiences.
Yuksel Ekinci, Professor of Marketing and Sales at the
University of Portsmouth, said: "Many SMIs act as
opinion leaders or experts within their respective areas,
frequently reviewing products and leveraging their
authority, expertise, or relationships with followers to
influence purchasing decisions. Some inspire and
entertain; others deceive and upset. The deception and
damage, and their impact on consumption, need to be
carefully regulated."
This study organises the negative aspects of influencer
marketing into six key themes:
1. Promotion of harmful products − SMIs often endorse
unhealthy or dangerous products such as diet pills, detox
teas, and alcohol without full disclosure, influencing
consumption habits, particularly among younger
audiences.
2. Dissemination of misinformation − many influencers,
despite lacking expertise, spread false information about
health, politics, and social issues, leading to widespread
disinformation.
3. Reinforcement of unrealistic beauty standards − by
presenting filtered and curated images, influencers
contribute to body dissatisfaction, low self-esteem, and
harmful beauty practices.
4. Fostering of comparison culture − influencer-driven
content fuels lifestyle envy and social anxiety, leading to
negative self-comparison and diminished wellbeing.
5. Deceptive consumption practices − some influencers
engage in unethical behaviours such as undisclosed
sponsorships, promotion of counterfeit goods, and
misleading advertisements, undermining consumer trust.
6. Privacy concerns − the extensive data collection and
sharing by influencers raise significant security and
regulatory issues, posing risks for both influencers and
followers.
Social media influencers hold immense power over
consumer decisions and cultural norms. While they
provide entertainment, inspiration, and brand
engagement, the unchecked influence of some SMIs can
lead to serious ethical and psychological consequences.
Our study highlights the urgency for both academic and
industry stakeholders to address these challenges
proactively.
Dr Georgia Buckle, Research Fellow in the School of
Accounting, Economics and Finance at the University of
Portsmouth
The study calls for more stringent oversight, increased
transparency, and ethical marketing strategies to mitigate
these risks. Researchers suggest the following strategies
for policymakers and marketeers:
•Transparency and ethical compliance: brands must
enforce clear disclosure policies to ensure responsible
influencer partnerships.
• Regulation and consumer protection: governments should strengthen policies on influencer marketing to
prevent deceptive practices and misinformation.
• Mental health awareness: companies and influencers
must prioritize authentic content that promotes well-being
rather than unattainable ideals.
• Data privacy protections: stronger safeguards and
awareness campaigns are needed to protect users from
privacy breaches and data exploitation.
Dr Georgia Buckle, Research Fellow in the School of
Accounting, Economics and Finance at the University of
Portsmouth, said: "Social media influencers hold
immense power over consumer decisions and cultural
norms. While they provide entertainment, inspiration, and
brand engagement, the unchecked influence of some
SMIs can lead to serious ethical and psychological
consequences. Our study highlights the urgency for both
academic and industry stakeholders to address these
challenges proactively."
This research offers a critical framework for analysing
influencer culture beyond its commercial benefits,
emphasising the need for ethical marketing practices and
a healthier digital ecosystem.
https://www.port.ac.uk/news-events-and-blogs/news/new-research-unv
eils-the-dark-side-of-social-media-influencers-and-their-impact-on-mark
eting-and-consumer-behaviour
An English teacher implementing Content and Language
Integrated Learning (CLIL) methodology is designing a
unit on media literacy using the text "New research
unveils the 'dark side' of social media influencers" as
anchor material. The lesson objectives include
developing critical reading skills, expanding academic
vocabulary related to marketing and psychology, and
fostering critical thinking about digital culture. Aligning
with Base Nacional Comum Curricular (BNCC)
competências gerais emphasizing critical digital literacy
and the disciplina Língua Inglesa's focus on expanding
students' critical repertoires regarding English-language
cultural products and practices, the teacher plans to
scaffold student engagement with this complex authentic text. Considering second language reading theory,
particularly Krashen's Input Hypothesis requiring
comprehensible input (i+1), schema theory's emphasis
on activating background knowledge, and BNCC's vision
of English education as tool for critical citizenship, which
instructional sequence demonstrates the most
theoretically sound and pedagogically effective
approach?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997825
Inglês
Segundo a BNCC, no ensino da Língua Inglesa nos anos iniciais, a língua deve ser vista como:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997822
Inglês
Qual concepção metodológica é coerente com as diretrizes da BNCC para o ensino de Língua
Inglesa nos anos iniciais?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997821
Inglês
De acordo com a BNCC, o ensino da Língua Inglesa nos anos iniciais deve priorizar:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 37 |
Q3983186
Inglês
A BNCC prevê que o ensino de Inglês no Ensino Fundamental esteja focado em quais práticas
de linguagem?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 37 |
Q3983182
Inglês
De acordo com a BNCC, o ensino de Inglês no Ensino Fundamental tem como principal
objetivo:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês |
Q3982682
Inglês
No que se refere aos elementos de linguagem em Língua Inglesa, a BNCC destaca a
importância do trabalho com variedades linguísticas. Isso significa que o professor deve:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês |
Q3982680
Inglês
De acordo com a BNCC, o ensino da Língua Inglesa no Ensino Fundamental busca desenvolver a competência comunicativa dos estudantes. Isso significa que o foco principal está em:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês |
Q3982679
Inglês
Segundo a BNCC, o ensino da Língua Inglesa no Ensino Fundamental deve contribuir para:
Ano: 2025
Banca:
IDCAP
Órgão:
Prefeitura de Tremembé - SP
Prova:
IDCAP - 2025 - Prefeitura de Tremembé - SP - Professor de Educação Básica II - Ensino Fundamental - Inglês |
Q3895081
Inglês
The use of the indefinite articles "a" and "an" in English
depends on the initial sound of the following word. Which
sentence uses the indefinite article correctly?
Ano: 2025
Banca:
IDCAP
Órgão:
Prefeitura de Tremembé - SP
Prova:
IDCAP - 2025 - Prefeitura de Tremembé - SP - Professor de Educação Básica II - Ensino Fundamental - Inglês |
Q3895077
Inglês
A Base Nacional Comum Curricular (BNCC) estabelece o
inglês como componente curricular obrigatório no Ensino
Fundamental. Analise as afirmativas a seguir sobre as
diretrizes da BNCC para o ensino de Língua Inglesa:
I. A BNCC enfatiza o inglês como língua franca, reconhecendo seu status global para comunicação entre falantes de diferentes línguas maternas.
II. O documento propõe uma abordagem focada exclusivamente na gramática normativa e na tradução de textos literários clássicos.
III. O ensino de inglês deve ser desvinculado de temas sociais e culturais, focando apenas na memorização de vocabulário e regras.
Está correto o que se afirma em:
I. A BNCC enfatiza o inglês como língua franca, reconhecendo seu status global para comunicação entre falantes de diferentes línguas maternas.
II. O documento propõe uma abordagem focada exclusivamente na gramática normativa e na tradução de textos literários clássicos.
III. O ensino de inglês deve ser desvinculado de temas sociais e culturais, focando apenas na memorização de vocabulário e regras.
Está correto o que se afirma em:
Ano: 2025
Banca:
IDCAP
Órgão:
Prefeitura de Vitória - ES
Prova:
IDCAP - 2025 - Prefeitura de Vitória - ES - Professor de Educação Básica III - PEB III Língua Inglesa |
Q3893505
Inglês
No ensino de Língua Inglesa, o desenvolvimento da
habilidade de leitura (reading) é crucial e envolve a
aplicação consciente de diferentes estratégias para
otimizar a compreensão. Duas das técnicas mais
fundamentais são o *skimming* (leitura rápida para
compreensão geral) e o *scanning* (leitura para busca
de informações específicas). Embora ambas envolvam
uma leitura não linear, seus objetivos e execuções são
distintos e devem ser ensinados explicitamente aos
alunos para que lidem com gêneros variados, desde
notícias até infográficos. Assinale a alternativa que
define corretamente a aplicação dessas estratégias.
Ano: 2025
Banca:
IDCAP
Órgão:
Prefeitura de Vitória - ES
Prova:
IDCAP - 2025 - Prefeitura de Vitória - ES - Professor de Educação Básica III - PEB III Língua Inglesa |
Q3893502
Inglês
O ensino de Língua Inglesa tradicionalmente divide o
aprendizado nas quatro habilidades: *reading* (ler),
*listening* (ouvir), *speaking* (falar) e *writing*
(escrever). Abordagens pedagógicas contemporâneas,
no entanto, argumentam que essas habilidades
raramente são usadas de forma isolada na vida real. Por
exemplo, uma conversa (falar) envolve ouvir, e
responder a um e-mail (escrever) envolve ler. Por isso,
defende-se uma integração dessas habilidades no
planejamento das aulas. Assinale a alternativa que
melhor justifica a importância da Abordagem Integrada
(*Integrated Skills Approach*).
Conheça nossos planos