Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.182 questões
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763529
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
Assessment is purely summative, focusing only on
final achievement and neglecting metacognitive or
autonomous skill development.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763528
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
Project‑based learning, multimodal engagement, and
collaborative problem‑solving are central elements of
curriculum organization.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763527
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
Learners are positioned as active agents in
the co‑construction of knowledge rather than
passive recipients.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763526
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
English teaching in the 3rd cycle is restricted to basic
literacy and rote memorization, with no emphasis on
critical or reflective competencies.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763525
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Teachers are expected to balance methodological rigor
with contextual adaptability, promoting inclusivity,
ethics, and global citizenship.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763524
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Assessment in CILs is continuous and formative,
providing feedback that fosters autonomy and
metacognitive awareness.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763523
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Multimodal engagement, collaborative tasks, and
reflective practices are considered peripheral and
optional in the CIL curriculum.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763522
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Learners are positioned as active participants in the
co‑construction of knowledge, rather than passive
recipients of content.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763521
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
The CIL guidelines prioritize rote memorization
of grammar and vocabulary over communicative
competence and critical thinking.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763520
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
Teachers are portrayed merely as enforcers of
normative standards, with no role in validating
identities or promoting agency.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763519
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
The integrated curriculum assigns assessment and
feedback a civic role, advancing critical literacy and
ethical engagement.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763515
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
Teachers are expected to adopt uncritical, transmissive
methodologies, minimizing the role of autonomy and
ethical awareness.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763514
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
The curricular approach highlights the integration of
linguistic, cultural, and multimodal dimensions, aiming
at active social participation.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763513
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
In High School, English is framed exclusively as
a subject of literary study, with no reference to
technological or global dimensions.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763509
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
The role of English teaching in citizenship formation
is considered irrelevant in the text, which emphasizes
only professional communication.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763508
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
CLIL methodology is presented as an example of
integrating language learning with content knowledge,
reinforcing the link between linguistic competence
and knowledge construction.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763507
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
Globalization requires English teaching to foster
intercultural awareness and critical thinking, extending
beyond purely linguistic goals.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763488
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
From a pedagogical perspective, highlighting this
difference is unnecessary since context always
clarifies meaning.
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Boqueirão - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Boqueirão - PB - Professor de Educação Básica II - Inglês |
Q3758790
Inglês
Considerando as perspectivas teóricopedagógicas dos multiletramentos, do uso das
tecnologias digitais no século XXI e do papel da
Língua Inglesa no mundo globalizado, coloque
verdadeiro (V) ou falso (F) para os princípios,
abaixo, que a BNCC propõe explorar para o ensino
e a aprendizagem da Língua Inglesa na educação
básica. A sequência correta é:
( ) A BNCC enfatiza o desenvolvimento de competências interculturais, estimulando a compreensão e a produção de textos em Língua Inglesa que envolvem diferentes contextos culturais e sociais.
( ) A BNCC propõe que o ensino de Língua Inglesa deve ser restrito à aprendizagem de regras gramaticais, sem considerar o uso da língua em contextos reais de comunicação.
( ) A BNCC valoriza o uso das tecnologias digitais como ferramentas para enriquecer o ensino de Língua Inglesa, promovendo a interação em ambientes virtuais e a produção de textos multimodais.
( ) A BNCC sugere que o ensino da Língua Inglesa deve se concentrar exclusivamente no estudo de textos literários clássicos, sem explorar outras formas de comunicação presentes no mundo globalizado.
( ) A BNCC não considera a importância do ensino de Língua Inglesa em ambientes digitais, desvalorizando o uso de plataformas e recursos tecnológicos para a aprendizagem de idiomas.
A sequência correta é:
( ) A BNCC enfatiza o desenvolvimento de competências interculturais, estimulando a compreensão e a produção de textos em Língua Inglesa que envolvem diferentes contextos culturais e sociais.
( ) A BNCC propõe que o ensino de Língua Inglesa deve ser restrito à aprendizagem de regras gramaticais, sem considerar o uso da língua em contextos reais de comunicação.
( ) A BNCC valoriza o uso das tecnologias digitais como ferramentas para enriquecer o ensino de Língua Inglesa, promovendo a interação em ambientes virtuais e a produção de textos multimodais.
( ) A BNCC sugere que o ensino da Língua Inglesa deve se concentrar exclusivamente no estudo de textos literários clássicos, sem explorar outras formas de comunicação presentes no mundo globalizado.
( ) A BNCC não considera a importância do ensino de Língua Inglesa em ambientes digitais, desvalorizando o uso de plataformas e recursos tecnológicos para a aprendizagem de idiomas.
A sequência correta é:
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758308
Inglês
A student with hearing impairment relies on
captions and FM systems. Some videos lack
accessibility; parents cite LDB principles and inclusion
policies. Best response.
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