Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.903 questões
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870565
Inglês
Interests in learning strategies began with the publication of papers collectively known as the "good language
learner" studies (Cohen; Weaver, 1998). Since then, hundreds of studies have been generated that look at
different aspects of learning strategies and their roles in language learning. In an effort to make sense of
the huge database and numerous research findings in this area, Oxford (1990, as cited in Cohen; Weaver,
1998) differentiates learning strategies into four categories: cognitive, metacognitive, affective and social
(Oxford, 2002, p.121).
Oxford. L.Language Learning Strategies in a Nutshell: Update and ESL Suggestions.In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 11 - pages 121 -132.
Identify the learning strategies as exposed by Oxford (2002) by matching each definition to the CORRECT category.
1. Cognitive
2. Metacognitive
3. Affective
4. Social
( ) This strategy deals with the planning, monitoring, and evaluation of language learning activities. For example, students may develop a plan for monitoring their progress by constantly comparing their current level of proficiency with the course goals outlined in the curriculum.
( ) This strategy involves the identification, retention, and retrieval of language elements. For example, students may use memory-enhancing strategies (e.g., the keyword method) to help them remember new words.
( ) This strategy refers to actions learners take to interact with users of the language. For example, students may deliberately seek out opportunities to use the target language with native speakers of the language.
( ) This strategy serves to regulate emotions, attitudes, and motivation. For example, students may read linguistically simplified books to develop a positive attitude toward reading materials.
Choose the CORRECT sequence.
Oxford. L.Language Learning Strategies in a Nutshell: Update and ESL Suggestions.In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 11 - pages 121 -132.
Identify the learning strategies as exposed by Oxford (2002) by matching each definition to the CORRECT category.
1. Cognitive
2. Metacognitive
3. Affective
4. Social
( ) This strategy deals with the planning, monitoring, and evaluation of language learning activities. For example, students may develop a plan for monitoring their progress by constantly comparing their current level of proficiency with the course goals outlined in the curriculum.
( ) This strategy involves the identification, retention, and retrieval of language elements. For example, students may use memory-enhancing strategies (e.g., the keyword method) to help them remember new words.
( ) This strategy refers to actions learners take to interact with users of the language. For example, students may deliberately seek out opportunities to use the target language with native speakers of the language.
( ) This strategy serves to regulate emotions, attitudes, and motivation. For example, students may read linguistically simplified books to develop a positive attitude toward reading materials.
Choose the CORRECT sequence.
Ano: 2026
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2026 - IF-MT - Professor EBTT - Área: Português/Inglês |
Q3870564
Inglês
"Teachers may wonder "which way they ought to go" before they enter a classroom. This usually means
that teachers need to plan what they want to do in their classrooms. So, lesson planning involves decisions
about the pedagogical dimensions of the lesson. But another important aspect of a lesson concerns the
management of learners during the lesson. This includes eliciting students´ attention, maintaining their
engagement in the lesson, and organizing them into pairs or groups." (Farrell, 2002, p.30)
FARRELL, T. S. C. Lesson Planning In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 3 - pages 30-39.
After reading about the importance of lesson planning, match the CORRECT information to the number in the following Lesson Plan.
( ) 1. Reading materials - article from a book on sports 2. Television 3. Whiteboard
( ) To teach the students how to skim for main idea of the passage - identify key words.
( ) Students have learned how to locate information by reading and finding the main sentence of each paragraph.
( )
( )
( ) Arouse interest. Activate schema for sport
( )
Choose the CORRECT sequence.
FARRELL, T. S. C. Lesson Planning In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 3 - pages 30-39.
After reading about the importance of lesson planning, match the CORRECT information to the number in the following Lesson Plan.
( ) 1. Reading materials - article from a book on sports 2. Television 3. Whiteboard
( ) To teach the students how to skim for main idea of the passage - identify key words.
( ) Students have learned how to locate information by reading and finding the main sentence of each paragraph.
( )
( )
( ) Arouse interest. Activate schema for sport
( )
Choose the CORRECT sequence.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2026 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês |
Q3869509
Inglês
Read the comic strip and choose the option that correctly explains the meaning of the expression “gravy boat” as used in the dialogue.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2026 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês |
Q3869507
Inglês
In the sentence “I used to make original snowmen, but it was time-consuming hard work,” the expression used to indicates:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2026 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês |
Q3869491
Inglês
Read the definition below and choose the
incorrect alternative.
“Bullying is defined as any intentional and repetitive act of physical or psychological violence, carried out without evident motivation, by an individual or a group against one or more persons, aiming to intimidate or harm the victim, causing pain or distress, within a relationship marked by an imbalance of power.”
“Bullying is defined as any intentional and repetitive act of physical or psychological violence, carried out without evident motivation, by an individual or a group against one or more persons, aiming to intimidate or harm the victim, causing pain or distress, within a relationship marked by an imbalance of power.”
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2026 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês |
Q3869490
Inglês
Texto associado
Lençóis Maranhenses looks like a desert, but
it's alive with shimmering pools, remote
villages and ancient paths that only local
guides know how to read.
I was at least 20 steps behind my group – and
another 30 behind our guide – when he suddenly
stopped, checked his watch and tilted his face
toward the sky, as if taking cues from the Sun.
"We must be lost," I thought. Smooth, pale slopes
rose and fell in every direction, with glistening
teal pools woven between them. It was a
landscape with no obvious beginning or end.
Then, as if reassured, our guide carried on,
following a trail only he could see.
My three friends and I were a few hours into a
three-day trek across Lençóis Maranhenses
National Park, a humbling expanse of sand in
north-eastern Brazil, and I had already lost all
sense of direction. I walked in silence, listening
to the wind, the rippling water, the sand
crunching beneath my feet.
With each step, I sank a few centimetres, forcing
my foot to work twice as hard. I kept falling
behind, switching from flip-flops to water shoes
and finally bare feet as the sand shifted from soft
powder to a rock-hard surface baking in the heat.
A friend back home had done a similar trek;
"You'll feel bones you never knew existed in
your feet," they'd warned. I was starting to
believe them.
BBC News. Brazil’s lagoon-filled desert you can hike
barefoot. BBC Travel, 12 dez. 2025. Disponível em:
https://www.bbc.com/travel/article/20251212-brazils-lagoonfilled-desert-you-can-hike-barefoot.
The sentence “I walked in silence” could be best
paraphrased, without loss of meaning, as:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2026 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês |
Q3869487
Inglês
Texto associado
Lençóis Maranhenses looks like a desert, but
it's alive with shimmering pools, remote
villages and ancient paths that only local
guides know how to read.
I was at least 20 steps behind my group – and
another 30 behind our guide – when he suddenly
stopped, checked his watch and tilted his face
toward the sky, as if taking cues from the Sun.
"We must be lost," I thought. Smooth, pale slopes
rose and fell in every direction, with glistening
teal pools woven between them. It was a
landscape with no obvious beginning or end.
Then, as if reassured, our guide carried on,
following a trail only he could see.
My three friends and I were a few hours into a
three-day trek across Lençóis Maranhenses
National Park, a humbling expanse of sand in
north-eastern Brazil, and I had already lost all
sense of direction. I walked in silence, listening
to the wind, the rippling water, the sand
crunching beneath my feet.
With each step, I sank a few centimetres, forcing
my foot to work twice as hard. I kept falling
behind, switching from flip-flops to water shoes
and finally bare feet as the sand shifted from soft
powder to a rock-hard surface baking in the heat.
A friend back home had done a similar trek;
"You'll feel bones you never knew existed in
your feet," they'd warned. I was starting to
believe them.
BBC News. Brazil’s lagoon-filled desert you can hike
barefoot. BBC Travel, 12 dez. 2025. Disponível em:
https://www.bbc.com/travel/article/20251212-brazils-lagoonfilled-desert-you-can-hike-barefoot.
In “a rock-hard surface baking in the heat”, the
verb baking indicates that the surface was:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2026 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês |
Q3869486
Inglês
Texto associado
Lençóis Maranhenses looks like a desert, but
it's alive with shimmering pools, remote
villages and ancient paths that only local
guides know how to read.
I was at least 20 steps behind my group – and
another 30 behind our guide – when he suddenly
stopped, checked his watch and tilted his face
toward the sky, as if taking cues from the Sun.
"We must be lost," I thought. Smooth, pale slopes
rose and fell in every direction, with glistening
teal pools woven between them. It was a
landscape with no obvious beginning or end.
Then, as if reassured, our guide carried on,
following a trail only he could see.
My three friends and I were a few hours into a
three-day trek across Lençóis Maranhenses
National Park, a humbling expanse of sand in
north-eastern Brazil, and I had already lost all
sense of direction. I walked in silence, listening
to the wind, the rippling water, the sand
crunching beneath my feet.
With each step, I sank a few centimetres, forcing
my foot to work twice as hard. I kept falling
behind, switching from flip-flops to water shoes
and finally bare feet as the sand shifted from soft
powder to a rock-hard surface baking in the heat.
A friend back home had done a similar trek;
"You'll feel bones you never knew existed in
your feet," they'd warned. I was starting to
believe them.
BBC News. Brazil’s lagoon-filled desert you can hike
barefoot. BBC Travel, 12 dez. 2025. Disponível em:
https://www.bbc.com/travel/article/20251212-brazils-lagoonfilled-desert-you-can-hike-barefoot.
Based on the text, analyze the statements below.
I. Lençóis Maranhenses is described as a true desert with no presence of water.
II. The guide followed a clearly marked path that everyone could see.
III. The narrator experienced physical difficulty during the trek.
IV. The narrator wore flip-flops throughout the entire journey.
The correct sequence is:
I. Lençóis Maranhenses is described as a true desert with no presence of water.
II. The guide followed a clearly marked path that everyone could see.
III. The narrator experienced physical difficulty during the trek.
IV. The narrator wore flip-flops throughout the entire journey.
The correct sequence is:
Ano: 2026
Banca:
IV - UFG
Órgão:
Prefeitura de Gameleira de Goiás - GO
Prova:
IV - UFG - 2026 - Prefeitura de Gameleira de Goiás - GO - Professor de Letras - Português/Inglês |
Q3866494
Inglês
Leia o texto a seguir.
“In recent years, English language teaching has shifted toward assessment practices that focus on learning rather than only measuring outcomes. Teachers are encouraged to use continuous feedback, self-assessment tools, and learning portfolios to monitor progress. These strategies help learners understand their strengths, recognize gaps, and make informed decisions about how to improve their linguistic performance.”
BRITISH COUNCIL. Assessment for Learning in English Language Teaching. Londres, 2023. Disponível em: https://www.britishcouncil.org. Acesso em: 10 fev. 2025.
De acordo com o texto, as práticas avaliativas contemporâneas no ensino de Língua Inglesa privilegiam
“In recent years, English language teaching has shifted toward assessment practices that focus on learning rather than only measuring outcomes. Teachers are encouraged to use continuous feedback, self-assessment tools, and learning portfolios to monitor progress. These strategies help learners understand their strengths, recognize gaps, and make informed decisions about how to improve their linguistic performance.”
BRITISH COUNCIL. Assessment for Learning in English Language Teaching. Londres, 2023. Disponível em: https://www.britishcouncil.org. Acesso em: 10 fev. 2025.
De acordo com o texto, as práticas avaliativas contemporâneas no ensino de Língua Inglesa privilegiam
Ano: 2026
Banca:
IV - UFG
Órgão:
Prefeitura de Gameleira de Goiás - GO
Prova:
IV - UFG - 2026 - Prefeitura de Gameleira de Goiás - GO - Professor de Letras - Português/Inglês |
Q3866492
Inglês
Leia o texto a seguir.
Digital tools powered by AI are increasingly used to support language learning classrooms. Instead of replacing communicative activities, these tools offer new opportunities for students to engage in simulated dialogues, receive instant feedback, and experiment with multiple forms of expression. Teachers report that AI expands the possibilities for personalized tasks, reinforcing the principles of communicative and task-based approaches.
EDUTOPIA. How AI tools support language learning in the classroom. 2024. Disponível em: https://www.edutopia.org. Acesso em: 10 fev. 2025. (Fonte inspirada: Edutopia / TESOL Blog, 2024).
Com base no excerto, o uso de ferramentas digitais, impulsionadas por inteligência artificial, se relaciona a abordagens de ensino que
Digital tools powered by AI are increasingly used to support language learning classrooms. Instead of replacing communicative activities, these tools offer new opportunities for students to engage in simulated dialogues, receive instant feedback, and experiment with multiple forms of expression. Teachers report that AI expands the possibilities for personalized tasks, reinforcing the principles of communicative and task-based approaches.
EDUTOPIA. How AI tools support language learning in the classroom. 2024. Disponível em: https://www.edutopia.org. Acesso em: 10 fev. 2025. (Fonte inspirada: Edutopia / TESOL Blog, 2024).
Com base no excerto, o uso de ferramentas digitais, impulsionadas por inteligência artificial, se relaciona a abordagens de ensino que
Ano: 2026
Banca:
IV - UFG
Órgão:
Prefeitura de Gameleira de Goiás - GO
Prova:
IV - UFG - 2026 - Prefeitura de Gameleira de Goiás - GO - Professor de Letras - Português/Inglês |
Q3866488
Inglês
Leia o texto a seguir.
Literacy plays a key role in learners’ ability to participate fully in society. Current educational policies emphasize not only reading and writing skills, but also critical thinking, digital literacy, and the development of autonomous learning strategies. Teachers are expected to create learning environments in which students interpret texts, collaborate, and make informed decisions about how to express ideas.
UNESCO. Literacy and Education: Global Literacy Outlook 2024. Paris: UNESCO, 2024. Disponível em: https://www.unesco.org/en/literacy. Acesso em: 10 fev. 2025.
O texto destaca que, no processo contemporâneo de ensino e aprendizagem de línguas, o desenvolvimento da autonomia do estudante está relacionado à
Literacy plays a key role in learners’ ability to participate fully in society. Current educational policies emphasize not only reading and writing skills, but also critical thinking, digital literacy, and the development of autonomous learning strategies. Teachers are expected to create learning environments in which students interpret texts, collaborate, and make informed decisions about how to express ideas.
UNESCO. Literacy and Education: Global Literacy Outlook 2024. Paris: UNESCO, 2024. Disponível em: https://www.unesco.org/en/literacy. Acesso em: 10 fev. 2025.
O texto destaca que, no processo contemporâneo de ensino e aprendizagem de línguas, o desenvolvimento da autonomia do estudante está relacionado à
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de São José do Divino - PI
Prova:
FUNATEC - 2026 - Prefeitura de São José do Divino - PI - Professor(a) - Ensino Fundamental Anos Finais - Inglês |
Q3865164
Inglês
Em um texto argumentativo em língua inglesa, a
presença recorrente de conectores como however,
therefore e moreover contribui diretamente para:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de São José do Divino - PI
Prova:
FUNATEC - 2026 - Prefeitura de São José do Divino - PI - Professor(a) - Ensino Fundamental Anos Finais - Inglês |
Q3865162
Inglês
Considere o excerto abaixo:
"Learning a language means engaging with different worldviews and negotiating meanings across cultures."
A partir do texto, a estratégia de leitura mais adequada para explorar seu sentido global em sala de aula é:
"Learning a language means engaging with different worldviews and negotiating meanings across cultures."
A partir do texto, a estratégia de leitura mais adequada para explorar seu sentido global em sala de aula é:
Ano: 2026
Banca:
CESGRANRIO
Órgão:
Caixa
Provas:
CESGRANRIO - 2026 - Caixa - Arquiteto
|
CESGRANRIO - 2026 - Caixa - Engenheiro Eletricista |
CESGRANRIO - 2026 - Caixa - Engenheiro Mecânico |
CESGRANRIO - 2026 - Caixa - Engenheiro Civil |
CESGRANRIO - 2026 - Caixa - Engenheiro de Segurança do Trabalho |
CESGRANRIO - 2026 - Caixa - Médico do Trabalho |
Q3862514
Inglês
In paragraph 5, the sentence “Financial inclusion has
remained out of reach for far too many, for far too long”
means that
Ano: 2026
Banca:
CESGRANRIO
Órgão:
Caixa
Provas:
CESGRANRIO - 2026 - Caixa - Arquiteto
|
CESGRANRIO - 2026 - Caixa - Engenheiro Eletricista |
CESGRANRIO - 2026 - Caixa - Engenheiro Mecânico |
CESGRANRIO - 2026 - Caixa - Engenheiro Civil |
CESGRANRIO - 2026 - Caixa - Engenheiro de Segurança do Trabalho |
CESGRANRIO - 2026 - Caixa - Médico do Trabalho |
Q3862511
Inglês
In the excerpt of paragraph 1, “Globally, 1.4 billion adults
have no access to formal financial services because they
lack a credit history”, the pronoun they refers to
Ano: 2026
Banca:
CESGRANRIO
Órgão:
Caixa
Provas:
CESGRANRIO - 2026 - Caixa - Arquiteto
|
CESGRANRIO - 2026 - Caixa - Engenheiro Eletricista |
CESGRANRIO - 2026 - Caixa - Engenheiro Mecânico |
CESGRANRIO - 2026 - Caixa - Engenheiro Civil |
CESGRANRIO - 2026 - Caixa - Engenheiro de Segurança do Trabalho |
CESGRANRIO - 2026 - Caixa - Médico do Trabalho |
Q3862510
Inglês
The main purpose of the text is to
Ano: 2026
Banca:
Grupo TALENT
Órgão:
Prefeitura de Sul Brasil - SC
Prova:
Grupo TALENT - 2026 - Prefeitura de Sul Brasil - SC - Professor de Língua Estrangeira (Inglês) |
Q3862009
Inglês
Read the excerpt below and answer the question that follows.
‘‘The committee’s decision was met not with overt resistance, but with a subtle form of acquiescence that concealed deep-seated dissent. Beneath the veneer of compliance lay a quiet determination to subvert the policy through procedural inertia rather than direct confrontation’’.
In the context of the passage, the expression “procedural inertia” most nearly conveys the idea of:
Ano: 2026
Banca:
Grupo TALENT
Órgão:
Prefeitura de Sul Brasil - SC
Prova:
Grupo TALENT - 2026 - Prefeitura de Sul Brasil - SC - Professor de Língua Estrangeira (Inglês) |
Q3862002
Inglês
Texto associado
READ THE TEXT AND ANSWER THE THREE QUESTIONS BELOW
Liberating Adult Education, Animation and People Centred Democracy
Marjorie Mbilinyi
Adopting Issa Shivji’s paradigm, “The philosopher in Nyerere was informed by, and in constant search for, human equality and freedom, while the king in him was driven by the imperatives of building a nation-state” [Shivji 2020 Book Three: 2]. Mwalimu Nyerere advocated transformative pedagogy and liberating adult education, which he linked to nation building and people-centred participatory development, especially at grassroots level. He argued that adult learners have knowledge to share. They need to be encouraged to think, analyse critically and act on their own behalf so as to improve their situation. They thereby became active subjects, and participated equally in making key decisions on resource allocations at all levels and benefited equally. While referring to individual demands for freedom and dignity, Mwalimu emphasized the collective nature of these demands, and argued that the African people can only realize real democracy and freedom by uniting together so as to fight against neo-colonialism and corporate globalisation and to struggle for equitable, just development and economic liberation. At the same time, he was a powerful ruler who established an Executive with no checks and balances and focused on nation building and African liberation, not socialism. He denounced global elites and Northern based imperialism, but in the early years he rarely took action against the growth of a bureaucratic bourgeoisie in his own state and party. The failure to translate his ideals of equality and justice into a popular mass movement of workers, peasants, students and others contributed to the ultimate downfall of ujamaa. At the same time, he succeeded in sustaining national unity in an increasingly hostile context during the 1980s debt crisis and confrontation with the International Monetary Fund (IMF) demands for Structural Adjustment (SAP) and neoliberalism [Shivji 2020 Book Three].
Fonte: Mbilinyi, Marjorie. "Liberating Adult Education, Animation and People Centred Democracy." Convergence 44.1: 3-16.
Consider the following statements in light of the text.
I. The transformative pedagogy defended by Nyerere assumed that adults should be encouraged to think critically, share knowledge, and act politically to improve their own conditions.
II. Although he denounced imperialism and global elites, Nyerere established a highly centralized Executive with limited checks and balances, revealing a tension between democratic discourse and political practice.
III. The failure of ujamaa was partly due to the inability to translate ideals of equality and justice into a sustained, mass-based popular movement.
It is correct to state that:
Ano: 2026
Banca:
Grupo TALENT
Órgão:
Prefeitura de Sul Brasil - SC
Prova:
Grupo TALENT - 2026 - Prefeitura de Sul Brasil - SC - Professor de Língua Estrangeira (Inglês) |
Q3862001
Inglês
Texto associado
READ THE TEXT AND ANSWER THE THREE QUESTIONS BELOW
Liberating Adult Education, Animation and People Centred Democracy
Marjorie Mbilinyi
Adopting Issa Shivji’s paradigm, “The philosopher in Nyerere was informed by, and in constant search for, human equality and freedom, while the king in him was driven by the imperatives of building a nation-state” [Shivji 2020 Book Three: 2]. Mwalimu Nyerere advocated transformative pedagogy and liberating adult education, which he linked to nation building and people-centred participatory development, especially at grassroots level. He argued that adult learners have knowledge to share. They need to be encouraged to think, analyse critically and act on their own behalf so as to improve their situation. They thereby became active subjects, and participated equally in making key decisions on resource allocations at all levels and benefited equally. While referring to individual demands for freedom and dignity, Mwalimu emphasized the collective nature of these demands, and argued that the African people can only realize real democracy and freedom by uniting together so as to fight against neo-colonialism and corporate globalisation and to struggle for equitable, just development and economic liberation. At the same time, he was a powerful ruler who established an Executive with no checks and balances and focused on nation building and African liberation, not socialism. He denounced global elites and Northern based imperialism, but in the early years he rarely took action against the growth of a bureaucratic bourgeoisie in his own state and party. The failure to translate his ideals of equality and justice into a popular mass movement of workers, peasants, students and others contributed to the ultimate downfall of ujamaa. At the same time, he succeeded in sustaining national unity in an increasingly hostile context during the 1980s debt crisis and confrontation with the International Monetary Fund (IMF) demands for Structural Adjustment (SAP) and neoliberalism [Shivji 2020 Book Three].
Fonte: Mbilinyi, Marjorie. "Liberating Adult Education, Animation and People Centred Democracy." Convergence 44.1: 3-16.
According to the text, analyze the statements below and mark (T) for True or (F) for False.
I. (T / F) Nyerere argued that real democracy and freedom could only be achieved through collective action by African peoples against neocolonialism and corporate globalization.
II. (T / F) Nyerere’s political project fully succeeded in transforming ideals of equality and justice into a broad popular mass movement of workers, peasants, students, and other social groups.
III. (T / F) Despite internal contradictions, Nyerere managed to preserve national unity during a hostile period marked by the 1980s debt crisis and pressures from the International Monetary Fund.
Choose the correct alternative.
Ano: 2026
Banca:
Grupo TALENT
Órgão:
Prefeitura de Sul Brasil - SC
Prova:
Grupo TALENT - 2026 - Prefeitura de Sul Brasil - SC - Professor de Língua Estrangeira (Inglês) |
Q3862000
Inglês
Texto associado
READ THE TEXT AND ANSWER THE THREE QUESTIONS BELOW
Liberating Adult Education, Animation and People Centred Democracy
Marjorie Mbilinyi
Adopting Issa Shivji’s paradigm, “The philosopher in Nyerere was informed by, and in constant search for, human equality and freedom, while the king in him was driven by the imperatives of building a nation-state” [Shivji 2020 Book Three: 2]. Mwalimu Nyerere advocated transformative pedagogy and liberating adult education, which he linked to nation building and people-centred participatory development, especially at grassroots level. He argued that adult learners have knowledge to share. They need to be encouraged to think, analyse critically and act on their own behalf so as to improve their situation. They thereby became active subjects, and participated equally in making key decisions on resource allocations at all levels and benefited equally. While referring to individual demands for freedom and dignity, Mwalimu emphasized the collective nature of these demands, and argued that the African people can only realize real democracy and freedom by uniting together so as to fight against neo-colonialism and corporate globalisation and to struggle for equitable, just development and economic liberation. At the same time, he was a powerful ruler who established an Executive with no checks and balances and focused on nation building and African liberation, not socialism. He denounced global elites and Northern based imperialism, but in the early years he rarely took action against the growth of a bureaucratic bourgeoisie in his own state and party. The failure to translate his ideals of equality and justice into a popular mass movement of workers, peasants, students and others contributed to the ultimate downfall of ujamaa. At the same time, he succeeded in sustaining national unity in an increasingly hostile context during the 1980s debt crisis and confrontation with the International Monetary Fund (IMF) demands for Structural Adjustment (SAP) and neoliberalism [Shivji 2020 Book Three].
Fonte: Mbilinyi, Marjorie. "Liberating Adult Education, Animation and People Centred Democracy." Convergence 44.1: 3-16.
Based on Marjorie Mbilinyi’s text, the concept of liberating adult education advocated by Mwalimu
Nyerere is primarily characterized by:
Conheça nossos planos