Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.692 questões
Q4014474
Inglês
According to the following text, what is the
primary role of teachers in ESP courses?
While ESP teachers may have some understanding of the fields in which their students work, these teachers do not have to be knowledgeable in all of these fields. A degree in law or medicine is not required of teachers in ESP courses for lawyers or doctors. In ESP, teachers’ and students’ roles are different but complementary. Teachers are the language education specialists; they know (about) English in addition to having pedagogical skills. Students, on the other hand, have some knowledge of their professional field (generally in their first language) and usually have a real motivation to learn the language (e.g., communicate with clients, read a manual, be promoted). It is not possible to generalize, however, whether they know English.
SARMENTO, S.; VIANA, V.; BOCORNY, Ana E. English for Specific Purposes (ESP). TESOL Press: 2018.
While ESP teachers may have some understanding of the fields in which their students work, these teachers do not have to be knowledgeable in all of these fields. A degree in law or medicine is not required of teachers in ESP courses for lawyers or doctors. In ESP, teachers’ and students’ roles are different but complementary. Teachers are the language education specialists; they know (about) English in addition to having pedagogical skills. Students, on the other hand, have some knowledge of their professional field (generally in their first language) and usually have a real motivation to learn the language (e.g., communicate with clients, read a manual, be promoted). It is not possible to generalize, however, whether they know English.
SARMENTO, S.; VIANA, V.; BOCORNY, Ana E. English for Specific Purposes (ESP). TESOL Press: 2018.
Q4014473
Inglês
Which alternative best reflects Spain’s
proposition?
Q4014467
Inglês
Texto associado
Read the following passage from Passing, by Nella Larsen, and answer the question.
Stepping out of the elevator that had brought her to the roof, she was led to a table just in front of a long window whose gently moving curtains suggested a cool breeze. It was, she thought, like being wafted upward on a magic carpet to another world, pleasant, quiet, and strangely remote from the sizzling one that she had left below.
LARSEN, Nella. Passing. In: The Complete Fiction of Nella Larsen – Passing, Quicksand and The Stories. New York: Anchor Books, 2001, p. 164.
It is possible to infer that:
Q4014462
Inglês
According to the reading strategies proposed
by Grellet (1981), the process of inferencing is
essential for a complete understanding of technical
texts. When a reader encounters a sentence like
"The algorithm's outputs were biased; consequently,
the developers had to recalibrate the training set,"
the reader performs an inference by:
GRELLET, F. Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press, 1981.
GRELLET, F. Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press, 1981.
Q4014458
Inglês
Texto associado
GenAI and the Future of Literacy
The integration of Generative Artificial Intelligence (GenAI) in education has sparked a debate about the evolution of writing. According to The Guardian (2024), while some fear the erosion of basic skills, a pedagogical approach that seeks to move beyond the mere substitution of traditional tasks focuses on "AI Literacy." In this framework, teachers encourage students to use AI to generate multiple versions of a technical abstract and then critically compare them for stylistic nuances and factual accuracy. This practice primarily aims to develop students' critical evaluative skills and their ability to act as "human-in-the-loop" editors, ensuring that technology serves as a cognitive scaff old rather than a replacement for human agency.
THE GUARDIAN. GenAI and the Newsroom. Londres, 15 ago. 2024. Disponível em: https://www.theguardian.com. Acesso em: 05 fev. 2026.
Based on the text regarding "AI Literacy"
and the integration of GenAI in education, analyze
the following statements as True (T) or False (F):
( ) The "AI Literacy" framework focuses on the complete substitution of traditional writing tasks by automated AI tools.
( ) Critical comparison of AI-generated texts aims to enhance students' ability to identify stylistic nuances and factual errors.
( ) The pedagogical approach described encourages students to act as passive recipients of machine-generated content.
( ) The "human-in-the-loop" model ensures that human agency remains central to the writing and editing process.
( ) "Cognitive scaffolding" in this context implies that AI should eventually replace the need for human evaluative skills.
Choose the alternative that presents the correct sequence - from top to bottom:
( ) The "AI Literacy" framework focuses on the complete substitution of traditional writing tasks by automated AI tools.
( ) Critical comparison of AI-generated texts aims to enhance students' ability to identify stylistic nuances and factual errors.
( ) The pedagogical approach described encourages students to act as passive recipients of machine-generated content.
( ) The "human-in-the-loop" model ensures that human agency remains central to the writing and editing process.
( ) "Cognitive scaffolding" in this context implies that AI should eventually replace the need for human evaluative skills.
Choose the alternative that presents the correct sequence - from top to bottom:
Q4014457
Inglês
Texto associado
The Role of Materials in ESP
In the ESP context, the use of authentic materials is not an end in itself, but a means to an end. Such materials are selected because they provide the 'carrier content'—the technical or professional information - through which the 'real content' (the target language structures and skills) is practiced. According to Dudley-Evans and St John, the authenticity of the task is often more important than the authenticity of the text itself. By using a technical manual in an 'Agroecology' course, the instructor ensures that the classroom environment mirrors the communicative demands of the students' future professional lives."
DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: a multi-disciplinary approach. Cambridge: Cambridge University Press, 1998. p. 115.
A teacher selects a technical manual for an
"Agroecology" course. According to the framework
established by Dudley-Evans and St John (1998),
the primary justification for this choice is that:
Q4014338
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
According to Text I, what is the FBI’s main aim with “LEOKA Data Collection”?
Ano: 2026
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2026 - Prefeitura de Teresina - PI - Professor de Língua inglesa |
Q4013499
Inglês
Texto associado
Scientists Reveal Simple Trick To Make You Seem More Persuasive
One simple trick can make you seem more persuasive when you're talking to people.
This is the discovery of University of British Columbia (UBC), University of Pennsylvania and University
of Southern California (USC) researchers, who have revealed that while words are important, talking with
your hands could hold more power.
In fact, "purposeful" hand gestures-and one type in particular-can make you appear both more
convincing and competent.
Building on previous research exploring speech patterns and facial expressions, this is the "first" study to
examine hand gestures at scale, according to the team.
Audiences can interpret illustrative gestures as a sign of mastery, explains paper author and information
systems researcher professor Mi Zhou of UBC.
"If a person uses their hands to visually illustrate what they're talking about, the audience perceives that
this person has more knowledge and can make things easier to understand," Zhou said in a statement.
Disponível em: https://www.newsweek.com/hand-gesturesscientists-reveal-simple-trick-more-persuasive-11003419)Acesso em 25/10/2025
Qual sentença da língua inglesa revela o impacto dos gestos na percepção do público?
Ano: 2026
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2026 - Prefeitura de Teresina - PI - Professor de Língua inglesa |
Q4013498
Inglês
Texto associado
Scientists Reveal Simple Trick To Make You Seem More Persuasive
One simple trick can make you seem more persuasive when you're talking to people.
This is the discovery of University of British Columbia (UBC), University of Pennsylvania and University
of Southern California (USC) researchers, who have revealed that while words are important, talking with
your hands could hold more power.
In fact, "purposeful" hand gestures-and one type in particular-can make you appear both more
convincing and competent.
Building on previous research exploring speech patterns and facial expressions, this is the "first" study to
examine hand gestures at scale, according to the team.
Audiences can interpret illustrative gestures as a sign of mastery, explains paper author and information
systems researcher professor Mi Zhou of UBC.
"If a person uses their hands to visually illustrate what they're talking about, the audience perceives that
this person has more knowledge and can make things easier to understand," Zhou said in a statement.
Disponível em: https://www.newsweek.com/hand-gesturesscientists-reveal-simple-trick-more-persuasive-11003419)Acesso em 25/10/2025
Qual foi a principal descoberta dos pesquisadores citados no texto?
Ano: 2026
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2026 - Prefeitura de Teresina - PI - Professor de Língua inglesa |
Q4013488
Inglês
Texto associado
Texto para a questão.
Growing Up With A.I.: A Multimedia Challenge for Teenagers and Educators
Show us - in words or images, audio or video - how this technology is affecting you and the teenagers
you know. Contest dates: Sept. 10-Oct. 22, 2025.
What's it like to think, create, teach and learn at a time when artificial intelligence is transforming our
world?
What do you think its rise will mean for the generation in high school now?
This fall, we invite students and educators to explore these questions, and then show - in words or
images, audio or video - how this technology is affecting you and the teenagers you know.
We know we don't have to explain to anyone in a classroom today just how profoundly generative A.I.
has changed life in and out of school since ChatGPT was released in late 2022. Our goal, instead, is to
learn from you, our core audience of middle and secondary students and teachers.
What is it like to grow up alongside A.I.? How, if at all, have you used it? What about it is surprising,.
interesting or exciting? What is concerning, perplexing, scary - or even boring? What do you wish more
people understood? What can you show or tell from your unique point of view that might add nuance to
the conversation?
We can't wait to see what you'll make. Click on the topic headings below for more resources and details,
and review the full rules here. You might also consider hanging this one-page announcement on your
class bulletin board.
Questions? Post a comment here or write to us at [email protected].
(...)
The Challenge
This contest asks you to address one or both of these focus questions:
• What's it like to think, create, teach and learn at a time when artificial intelligence is transforming our
world?
• What do you think its rise will mean for the generation in high school now?
How you address them is up to you. You can take on any aspect of the topic, big or small, negative or
positive. You can focus on your life in or out of school, and you can work alone or with others.
Disponível em: https://www.nytimes.com/2025/09/05/learning/growing-up-with-ai-a-multimedia-challenge-for-teenagers-andeducators.html?smid=nytcore-android-share. (adaptado) Acesso em: 30 outubro 2025
O principal objetivo do concurso mencionado no texto é
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012187
Inglês
In a dialogue, one student says “The phone is ringing.
I’ll get it,” and later says “I’m going to visit my aunt next
weekend.” Mark the CORRECT statement about the contrast
between will and going to.
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012180
Inglês
To support reading in Portuguese-speaking contexts, a
teacher explores cognates and false cognates with students.
Analyze the statements.
I. A clear cognate pair guarantees identical meaning, so context checking becomes a minor step in reading.
II. Recognizing cognates can speed up global understanding, especially when combined with context and genre cues that confirm the intended sense.
III. False cognates can be handled by attending to collocations and typical patterns that differ between English and Portuguese in how words combine.
IV. A strategic move in reading is to treat a suspected cognate as a hypothesis and verify it against modifiers, examples or contrast cues nearby.
V. Early reading tasks should avoid cognates because learners tend to treat most cognates as false friends over time.
The CORRECT statements are:
I. A clear cognate pair guarantees identical meaning, so context checking becomes a minor step in reading.
II. Recognizing cognates can speed up global understanding, especially when combined with context and genre cues that confirm the intended sense.
III. False cognates can be handled by attending to collocations and typical patterns that differ between English and Portuguese in how words combine.
IV. A strategic move in reading is to treat a suspected cognate as a hypothesis and verify it against modifiers, examples or contrast cues nearby.
V. Early reading tasks should avoid cognates because learners tend to treat most cognates as false friends over time.
The CORRECT statements are:
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012179
Inglês
A news post shows a headline, a photo, a bar chart and
a caption, and meaning shifts depending on how these
modes interact. The key point about multimodal reading is.
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012178
Inglês
In classroom writing, linkers shape how readers
connect ideas across sentences. Analyze the statements.
I. Linkers can create cohesion by making relations explicit, yet coherence also depends on how ideas develop across the paragraph.
II. However commonly signals contrast and, when placed at the start of a clause, it is typically followed by a comma in standard writing.
III. Because tends to introduce reasons, while so tends to introduce results, and swapping them can shift the direction of cause and effect.
IV. Replacing a contrast linker with an addition linker keeps meaning stable when both clauses share the same topic.
V. Cohesion is achieved mainly by increasing the number of linkers, because more connectors reduce ambiguity in any paragraph.
The CORRECT statements are:
I. Linkers can create cohesion by making relations explicit, yet coherence also depends on how ideas develop across the paragraph.
II. However commonly signals contrast and, when placed at the start of a clause, it is typically followed by a comma in standard writing.
III. Because tends to introduce reasons, while so tends to introduce results, and swapping them can shift the direction of cause and effect.
IV. Replacing a contrast linker with an addition linker keeps meaning stable when both clauses share the same topic.
V. Cohesion is achieved mainly by increasing the number of linkers, because more connectors reduce ambiguity in any paragraph.
The CORRECT statements are:
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012175
Inglês
A reading task asks students to find a date in a news
article, explain the author’s stance, and infer the meaning of
an unfamiliar word from nearby cues. Which sequence of
strategies matches those three moves?
Ano: 2026
Banca:
FGV
Órgão:
Prefeitura de São José dos Campos - SP
Prova:
FGV - 2026 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q3998594
Inglês
Texto associado
Read Text V and answer the question that follows.
Text V
Structural and pedagogical problems
hinder the use of technology
Three out of four teachers in Brazil show support for the use
of artificial intelligence (AI) as a teaching tool. They also say that
the technology has impacted education both positively, with faster
access to information, and negatively, as students lose their focus.
The data can be found in an unprecedented survey by Semesp
Institute, an organization that represents higher education
providers. The study was carried out between March 18 and 31
with 444 public and private school teachers from kindergarten to
high school located in all regions of Brazil.
In the study, 74.8 percent of respondents partially or totally
agree with the use of artificial intelligence in teaching. Despite this,
just over a third (39.2%) of them said they always use it as a
teaching tool.
Even though educators believe it is important to use AI, they
also report structural and pedagogical problems that prevent or
hinder its employment. Further issues were reported in
connection with its excessive use, especially by pupils. Among
these problems are the lack of internet at school, the lack of
training for teachers and also greater difficulty in holding students’
attention.
“I sense students have become more dependent on research
tools and immediate answers and have a hard time having
resilience and patience and acting as problem solvers,” an
anonymous teacher who took part in the survey said.
Another one said: “Technology has advanced, but sometimes
access to it at school is not satisfactory. Poor internet connection.
The computer lab is a restricted space. No Microsoft Office in the
mobile lab. The use of cell phones is impractical as students have
no internet. Now, even the internet is restricted to teachers.”
Just under half of the teachers (45.7%) declared that both
teachers and students have access to computers and the internet
where they teach. Another seven percent answered there is still
no access to technology in their schools.
Teachers also report that technology has made students lose
their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a
mismatch between the lesson taught and the lesson that the
students want. The unbridled use of social media and the high level
of exposure of young people to these networks have undermined
teachers’ contact with students,” one of the teachers stated.
From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool
The key goal of integrating technology into the Brazilian National
Curriculum is to:
Ano: 2026
Banca:
FGV
Órgão:
Prefeitura de São José dos Campos - SP
Prova:
FGV - 2026 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q3998592
Inglês
Texto associado
Read Text V and answer the question that follows.
Text V
Structural and pedagogical problems
hinder the use of technology
Three out of four teachers in Brazil show support for the use
of artificial intelligence (AI) as a teaching tool. They also say that
the technology has impacted education both positively, with faster
access to information, and negatively, as students lose their focus.
The data can be found in an unprecedented survey by Semesp
Institute, an organization that represents higher education
providers. The study was carried out between March 18 and 31
with 444 public and private school teachers from kindergarten to
high school located in all regions of Brazil.
In the study, 74.8 percent of respondents partially or totally
agree with the use of artificial intelligence in teaching. Despite this,
just over a third (39.2%) of them said they always use it as a
teaching tool.
Even though educators believe it is important to use AI, they
also report structural and pedagogical problems that prevent or
hinder its employment. Further issues were reported in
connection with its excessive use, especially by pupils. Among
these problems are the lack of internet at school, the lack of
training for teachers and also greater difficulty in holding students’
attention.
“I sense students have become more dependent on research
tools and immediate answers and have a hard time having
resilience and patience and acting as problem solvers,” an
anonymous teacher who took part in the survey said.
Another one said: “Technology has advanced, but sometimes
access to it at school is not satisfactory. Poor internet connection.
The computer lab is a restricted space. No Microsoft Office in the
mobile lab. The use of cell phones is impractical as students have
no internet. Now, even the internet is restricted to teachers.”
Just under half of the teachers (45.7%) declared that both
teachers and students have access to computers and the internet
where they teach. Another seven percent answered there is still
no access to technology in their schools.
Teachers also report that technology has made students lose
their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a
mismatch between the lesson taught and the lesson that the
students want. The unbridled use of social media and the high level
of exposure of young people to these networks have undermined
teachers’ contact with students,” one of the teachers stated.
From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool
The text concludes that uncontrolled exposure to social media has
shown to be:
Ano: 2026
Banca:
FGV
Órgão:
Prefeitura de São José dos Campos - SP
Prova:
FGV - 2026 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q3998591
Inglês
Texto associado
Read Text V and answer the question that follows.
Text V
Structural and pedagogical problems
hinder the use of technology
Three out of four teachers in Brazil show support for the use
of artificial intelligence (AI) as a teaching tool. They also say that
the technology has impacted education both positively, with faster
access to information, and negatively, as students lose their focus.
The data can be found in an unprecedented survey by Semesp
Institute, an organization that represents higher education
providers. The study was carried out between March 18 and 31
with 444 public and private school teachers from kindergarten to
high school located in all regions of Brazil.
In the study, 74.8 percent of respondents partially or totally
agree with the use of artificial intelligence in teaching. Despite this,
just over a third (39.2%) of them said they always use it as a
teaching tool.
Even though educators believe it is important to use AI, they
also report structural and pedagogical problems that prevent or
hinder its employment. Further issues were reported in
connection with its excessive use, especially by pupils. Among
these problems are the lack of internet at school, the lack of
training for teachers and also greater difficulty in holding students’
attention.
“I sense students have become more dependent on research
tools and immediate answers and have a hard time having
resilience and patience and acting as problem solvers,” an
anonymous teacher who took part in the survey said.
Another one said: “Technology has advanced, but sometimes
access to it at school is not satisfactory. Poor internet connection.
The computer lab is a restricted space. No Microsoft Office in the
mobile lab. The use of cell phones is impractical as students have
no internet. Now, even the internet is restricted to teachers.”
Just under half of the teachers (45.7%) declared that both
teachers and students have access to computers and the internet
where they teach. Another seven percent answered there is still
no access to technology in their schools.
Teachers also report that technology has made students lose
their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a
mismatch between the lesson taught and the lesson that the
students want. The unbridled use of social media and the high level
of exposure of young people to these networks have undermined
teachers’ contact with students,” one of the teachers stated.
From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool
“Despite this” (2nd paragraph) is close in meaning to:
Ano: 2026
Banca:
FGV
Órgão:
Prefeitura de São José dos Campos - SP
Prova:
FGV - 2026 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q3998589
Inglês
Texto associado
Read Text V and answer the question that follows.
Text V
Structural and pedagogical problems
hinder the use of technology
Three out of four teachers in Brazil show support for the use
of artificial intelligence (AI) as a teaching tool. They also say that
the technology has impacted education both positively, with faster
access to information, and negatively, as students lose their focus.
The data can be found in an unprecedented survey by Semesp
Institute, an organization that represents higher education
providers. The study was carried out between March 18 and 31
with 444 public and private school teachers from kindergarten to
high school located in all regions of Brazil.
In the study, 74.8 percent of respondents partially or totally
agree with the use of artificial intelligence in teaching. Despite this,
just over a third (39.2%) of them said they always use it as a
teaching tool.
Even though educators believe it is important to use AI, they
also report structural and pedagogical problems that prevent or
hinder its employment. Further issues were reported in
connection with its excessive use, especially by pupils. Among
these problems are the lack of internet at school, the lack of
training for teachers and also greater difficulty in holding students’
attention.
“I sense students have become more dependent on research
tools and immediate answers and have a hard time having
resilience and patience and acting as problem solvers,” an
anonymous teacher who took part in the survey said.
Another one said: “Technology has advanced, but sometimes
access to it at school is not satisfactory. Poor internet connection.
The computer lab is a restricted space. No Microsoft Office in the
mobile lab. The use of cell phones is impractical as students have
no internet. Now, even the internet is restricted to teachers.”
Just under half of the teachers (45.7%) declared that both
teachers and students have access to computers and the internet
where they teach. Another seven percent answered there is still
no access to technology in their schools.
Teachers also report that technology has made students lose
their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a
mismatch between the lesson taught and the lesson that the
students want. The unbridled use of social media and the high level
of exposure of young people to these networks have undermined
teachers’ contact with students,” one of the teachers stated.
From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool
Regarding the use of technology in education, the title refers to
issues that:
Ano: 2026
Banca:
FGV
Órgão:
Prefeitura de São José dos Campos - SP
Prova:
FGV - 2026 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q3998580
Inglês
Texto associado
Read Text II and answer the following question.
Text II
They were nearly born on a bus, Estha and Rahel. The car in
which Babà, their father, was taking Ammu, their mother, to
hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a
crowded State Transport bus. With the queer compassion of the
very poor for the comparatively well off, or perhaps only because
they saw how hugely pregnant Ammu was, seated passengers
made room for the couple, and for the rest of the journey Estha
and Rahel’s father had to hold their mother’s stomach (with them
in it) to prevent it from wobbling. That was before they were
divorced and Ammu came back to live in Kerala.
According to Estha, if they’d been born on the bus, they’d have
got free bus rides for the rest of their lives. It wasn’t clear where
he’d got this information from, or how he knew these things, but
for years the twins harbored a faint resentment against their
parents for having diddled them out of a lifetime of free bus rides.
From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt
The phrase “the comparatively well off” (1st paragraph) refers to
those who are:
Conheça nossos planos