Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
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Text IV
Diversity and Inclusive Teaching
Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]
Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.
Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/
Text IV
Diversity and Inclusive Teaching
Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]
Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.
Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/
I. The concepts discussed in the text must not be combined. II. Polite self-expression is encouraged by inclusive teaching. III. Inclusion is a target that should be met.
Choose the correct answer:
Text III
From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/
Text III
From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/
Text III
From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/
Text III
From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/
Text III
From: https://streetlibrary.org.au/reading-in-the-garden-tom-gauld-cartoon/
Text II
From: https://images.app.goo.gl/dCFurjmcnZzU7AHS6
Text II
From: https://images.app.goo.gl/dCFurjmcnZzU7AHS6
Text I
The BNCC and Twenty-First Century Skills
The most ambitious feature of the BNCC, which only appeared in the document’s third version, was to establish ten core competencies that all students should develop throughout basic education, starting in early childhood. These competencies include lifelong learning, critical thinking, aesthetic sensibilities, communication skills, digital literacy, entrepreneurship, self-care, empathy, citizenship and ethics. The core competencies broaden the goals of basic education well-beyond academic skills to twenty-first century skills widely regarded as essential to preparing the next generations for the challenges of the 4th industrial revolution.
As ambitious as it was, the BNCC was criticized for the lack of explicit links between the ten core competencies and the subject specific competencies and skills, leaving cities and states with the responsibility of making these links themselves. In addition to this, the core competencies are not generally integrated into teacher training programs and are often de-prioritized for the more basic literacy and numeracy needs. In this context, the Ministry of Education and its partners in the third sector have developed orientations, produced videos and online courses aimed at filling this gap, and helped cities and states integrate the ten core competencies in their curricula.
[…]
Ensuring all Brazilian students master the ten core competencies laid out by the BNCC by the end of high school is a long-term, extremely ambitious goal. Before we can set a timeframe for when we will be able to achieve this feat, we need to know where we stand. Due to the core competencies’ complexity, each involves several skills, attitudes and sometimes values, it is unclear whether we will be capable of measuring all ten of them and by when. Until then we are in the company of the OECD, which is already tackling this challenge and will likely pave the way for Brazil in this respect
Note: BNCC: Base Nacional Comum Curricular;
OECD: The Organization for Economic Cooperation and Development.
Adapted from https://link.springer.com/chapter/10.1007/978-3-030-41882-3_2
Text I
The BNCC and Twenty-First Century Skills
The most ambitious feature of the BNCC, which only appeared in the document’s third version, was to establish ten core competencies that all students should develop throughout basic education, starting in early childhood. These competencies include lifelong learning, critical thinking, aesthetic sensibilities, communication skills, digital literacy, entrepreneurship, self-care, empathy, citizenship and ethics. The core competencies broaden the goals of basic education well-beyond academic skills to twenty-first century skills widely regarded as essential to preparing the next generations for the challenges of the 4th industrial revolution.
As ambitious as it was, the BNCC was criticized for the lack of explicit links between the ten core competencies and the subject specific competencies and skills, leaving cities and states with the responsibility of making these links themselves. In addition to this, the core competencies are not generally integrated into teacher training programs and are often de-prioritized for the more basic literacy and numeracy needs. In this context, the Ministry of Education and its partners in the third sector have developed orientations, produced videos and online courses aimed at filling this gap, and helped cities and states integrate the ten core competencies in their curricula.
[…]
Ensuring all Brazilian students master the ten core competencies laid out by the BNCC by the end of high school is a long-term, extremely ambitious goal. Before we can set a timeframe for when we will be able to achieve this feat, we need to know where we stand. Due to the core competencies’ complexity, each involves several skills, attitudes and sometimes values, it is unclear whether we will be capable of measuring all ten of them and by when. Until then we are in the company of the OECD, which is already tackling this challenge and will likely pave the way for Brazil in this respect
Note: BNCC: Base Nacional Comum Curricular;
OECD: The Organization for Economic Cooperation and Development.
Adapted from https://link.springer.com/chapter/10.1007/978-3-030-41882-3_2
I. Teacher education programs today focus more on the ten core competencies than on other needs the students may have. II. The BNCC has been the object of some resistance. III. Core competencies can now be measured in a simple way.
Choose the correct answer:
Text I
The BNCC and Twenty-First Century Skills
The most ambitious feature of the BNCC, which only appeared in the document’s third version, was to establish ten core competencies that all students should develop throughout basic education, starting in early childhood. These competencies include lifelong learning, critical thinking, aesthetic sensibilities, communication skills, digital literacy, entrepreneurship, self-care, empathy, citizenship and ethics. The core competencies broaden the goals of basic education well-beyond academic skills to twenty-first century skills widely regarded as essential to preparing the next generations for the challenges of the 4th industrial revolution.
As ambitious as it was, the BNCC was criticized for the lack of explicit links between the ten core competencies and the subject specific competencies and skills, leaving cities and states with the responsibility of making these links themselves. In addition to this, the core competencies are not generally integrated into teacher training programs and are often de-prioritized for the more basic literacy and numeracy needs. In this context, the Ministry of Education and its partners in the third sector have developed orientations, produced videos and online courses aimed at filling this gap, and helped cities and states integrate the ten core competencies in their curricula.
[…]
Ensuring all Brazilian students master the ten core competencies laid out by the BNCC by the end of high school is a long-term, extremely ambitious goal. Before we can set a timeframe for when we will be able to achieve this feat, we need to know where we stand. Due to the core competencies’ complexity, each involves several skills, attitudes and sometimes values, it is unclear whether we will be capable of measuring all ten of them and by when. Until then we are in the company of the OECD, which is already tackling this challenge and will likely pave the way for Brazil in this respect
Note: BNCC: Base Nacional Comum Curricular;
OECD: The Organization for Economic Cooperation and Development.
Adapted from https://link.springer.com/chapter/10.1007/978-3-030-41882-3_2
Text I
The BNCC and Twenty-First Century Skills
The most ambitious feature of the BNCC, which only appeared in the document’s third version, was to establish ten core competencies that all students should develop throughout basic education, starting in early childhood. These competencies include lifelong learning, critical thinking, aesthetic sensibilities, communication skills, digital literacy, entrepreneurship, self-care, empathy, citizenship and ethics. The core competencies broaden the goals of basic education well-beyond academic skills to twenty-first century skills widely regarded as essential to preparing the next generations for the challenges of the 4th industrial revolution.
As ambitious as it was, the BNCC was criticized for the lack of explicit links between the ten core competencies and the subject specific competencies and skills, leaving cities and states with the responsibility of making these links themselves. In addition to this, the core competencies are not generally integrated into teacher training programs and are often de-prioritized for the more basic literacy and numeracy needs. In this context, the Ministry of Education and its partners in the third sector have developed orientations, produced videos and online courses aimed at filling this gap, and helped cities and states integrate the ten core competencies in their curricula.
[…]
Ensuring all Brazilian students master the ten core competencies laid out by the BNCC by the end of high school is a long-term, extremely ambitious goal. Before we can set a timeframe for when we will be able to achieve this feat, we need to know where we stand. Due to the core competencies’ complexity, each involves several skills, attitudes and sometimes values, it is unclear whether we will be capable of measuring all ten of them and by when. Until then we are in the company of the OECD, which is already tackling this challenge and will likely pave the way for Brazil in this respect
Note: BNCC: Base Nacional Comum Curricular;
OECD: The Organization for Economic Cooperation and Development.
Adapted from https://link.springer.com/chapter/10.1007/978-3-030-41882-3_2
( ) The core competencies are not solely restricted to academic skills. ( ) Mastering the ten core competencies by the end of high school can be easily achieved. ( ) The core competencies established by the BNCC for basic education were a later development.
The statements are, respectively:
( ) It is possible to say that the lack of continuing educational courses for English teachers influences poor pedagogical practices in school.
( ) The author expresses optimism for new pedagogical practices and teacher training in view of the changings that have taken place in curricula and educational policies.
( ) “Pathwaysfor Education” and “More English” are printed material resources developed for teachers’ pedagogical improvement.
( ) Essential foundations have been laid to position English training as a vital discipline for integral students’ development. Nevertheless, there is still a lot of work and resources needed to achieve this objective.
The sequence is correct only in
I. One of the aspects that impair the implementation of the new educational guidelines mentioned in the text is student’s lack of sufficient language exposure, which may lead to lower English proficiency.
II. The mismatch between the initial training of English teachers in universities and the pedagogical practices required in schools is not considered to be a key factor that jeopardizes students’ English proficiency.
III. It is clear in the text that teachers who have not fully developed English proficiency during their initial training courses may face challenges when it comes to pedagogical practices in the classroom.
IV. Students’ different levels of English proficiency is a crucial factor that could inhibit speaking activities in the classroom.
Which statement is INCORRECT?
I. A transition movement in the educational system has been happening due to facts like technology in schools, globalization, digitalization and the growing emphasis given to emotional and social abilities.
II. Bridging different people and cultures and being a highly demanded skill in the job market, the proficiency in English has become indispensable and justify the need for an excellent education in the language.
III. English language has become a mandatory subject at the secondary level in public schools and it is optional in private schools.
IV. A positive impact in the efficiency of English instruction in Brazil is believed to happen as a result of the current reforms in the educational system.
The true statements are
Read the text below and answer the question
Paris 2024 Gymnastics: Rebeca Andrade captures
floor exercise gold ahead of Simone Biles and Jordan Chiles
By Scott Bregman / 05 August 2024
If this was a finale, Rebeca Andrade went out in style.
The most decorated Brazilian athlete at the Olympic Games added a gold medal Monday afternoon (5 August), claiming the women's floor title at the Olympic Games Paris 2024.
It's a second Olympic gold for Andrade, the Tokyo 2020 vaulting champion. She has six total medals in her three Olympic appearances. Andrade told media earlier this week that Paris could be her career floor finale.
"I am very happy and proud about what I did," she said. "We came here every day to compete and perform (well). Gymnastics is not an easy sport, it requires a lot from our body and mind.
"I was confident I was able to manage all of the pressure and I worked with my coach in order to achieve what we've done." Andrade's 14.166 was just ahead of Simone Biles (14.133).
Biles' American teammate Jordan Chiles was third, scoring a 13.766 after a scoring inquiry lifted her from fifth to the podium.
It's the 11th Olympic medal for Biles, extending her record as the most decorated U.S. Olympic gymnast. The Brazilian star tumbled a front layout full to full-in and a full-twisting double layout to open. She closed with a controlled double pike.
Andrade took her time coming off the podium, savouring the appreciation from the crowd. When the final scores flashed inside Bercy Arena, the 25-year-old artistic gymnastics star seemed stunned during an embrace with coach.
In the warm-up, Biles looked cautious.
She has been dealing with a strained calf injury throughout the Games and struggled through her signature triple-double (Biles II) in the moments before she competed.
But in competition, that tumbling pass gave her no trouble. Instead, Biles flew out of bounds with both feet on her second and fourth tumbling passes, incurring a .600 total neutral deduction.
"Obviously wasn't my best performances, but at the end of the day, whoever medaled, medaled and that's what's so exciting because you just never know with gymnastics," said Biles afterward. "So I'm not very upset or anything about my performance at the Olympics. I'm actually very happy, proud and even more excited about it."
Chiles' score was originally 13.666 but coaches Laurent and Cecile Landi filed an inquiry. It was accepting, raising her difficulty score by .1 and giving her the bronze medal.
"I didn't even realize my coaches put in an inquiry, and I was like, 'Okay, yeah. Like, let's see... it can vary,'" explained Chiles. "So when it came through, I was very proud of myself. It was my first event final and my first event medal. This is crazy."
https://olympics.com/en/news/paris-2024-gymnastics-rebeca-andrade-captures-floor-exercise-gold
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