Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.537 questões
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Prova:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Q4247245
Inglês
Texto associado
Read the text to answer question.
Using Machine Learning to Develop
Personalized Vaccines for Cancer
Yale researchers have developed a machine
learning model, called Immunostruct, that can
help scientists create more personalized
vaccines, including vaccines for cancer. They
described the tool in Nature Machine
Intelligence along with findings from applying
it to cancer and immunology data.
When a potential threat, such as a virus
or tumor, arises in our body, our immune cells
recognize peptides---essentially short
proteins---on the surface of the invader and
mount a defensive response. This small region
that the immune system interacts with is known
as an epitope.
Epitope-based vaccines are an emerging
technology that contain specific peptides in
order to trigger immune responses that
precisely target particular diseases. Ongoing
studies show that these vaccines are a
promising potential immunotherapy for a range
of cancers including melanomas, breast
cancers, and glioblastomas. Researchers are
also investigating whether these vaccines could
more effectively combat new variants of
infectious diseases.
To develop these vaccines, scientists
can use models that help them predict which
peptides are most likely to trigger a strong immune response to a particular antigen. A
limitation of many of these models, the
researchers say, is that they treat peptides as a
one-dimensional sequence of amino acids, not
the three-dimensional, active structures that
they are.
Now, Yale researchers have created a
model that also incorporates structural and
biochemical properties of peptides. In the new
study, they show that the multimodal model is
more effective at identifying peptide candidates
than its predecessors.
"Cancer is extremely heterogeneous---which often makes it very hard to treat
effectively," says Kevin B. Givechian, PhD, an
MD-PhD student at Yale and co-first author on
the study. “We have built a deep-learning model
that integrates more information than had
previously been combined to help us improve
the identification of vaccine targets that
stimulate people's immune system against their
own tumor. Doing so would enable a more
effective and less toxic method of treatment."
ВАCKMAN, Isabella. Using Machine Learning to
Develop Personalized Vaccines for Cancer. Yale School
of Medicine, 24 fev. 2026. Acesso em: 28 june. 2026.
In the sentence "Cancer is extremely
heterogeneous," the adjective heterogeneous
suggests that cancer is:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Prova:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Q4247243
Inglês
Texto associado
Read the text to answer question.
Using Machine Learning to Develop
Personalized Vaccines for Cancer
Yale researchers have developed a machine
learning model, called Immunostruct, that can
help scientists create more personalized
vaccines, including vaccines for cancer. They
described the tool in Nature Machine
Intelligence along with findings from applying
it to cancer and immunology data.
When a potential threat, such as a virus
or tumor, arises in our body, our immune cells
recognize peptides---essentially short
proteins---on the surface of the invader and
mount a defensive response. This small region
that the immune system interacts with is known
as an epitope.
Epitope-based vaccines are an emerging
technology that contain specific peptides in
order to trigger immune responses that
precisely target particular diseases. Ongoing
studies show that these vaccines are a
promising potential immunotherapy for a range
of cancers including melanomas, breast
cancers, and glioblastomas. Researchers are
also investigating whether these vaccines could
more effectively combat new variants of
infectious diseases.
To develop these vaccines, scientists
can use models that help them predict which
peptides are most likely to trigger a strong immune response to a particular antigen. A
limitation of many of these models, the
researchers say, is that they treat peptides as a
one-dimensional sequence of amino acids, not
the three-dimensional, active structures that
they are.
Now, Yale researchers have created a
model that also incorporates structural and
biochemical properties of peptides. In the new
study, they show that the multimodal model is
more effective at identifying peptide candidates
than its predecessors.
"Cancer is extremely heterogeneous---which often makes it very hard to treat
effectively," says Kevin B. Givechian, PhD, an
MD-PhD student at Yale and co-first author on
the study. “We have built a deep-learning model
that integrates more information than had
previously been combined to help us improve
the identification of vaccine targets that
stimulate people's immune system against their
own tumor. Doing so would enable a more
effective and less toxic method of treatment."
ВАCKMAN, Isabella. Using Machine Learning to
Develop Personalized Vaccines for Cancer. Yale School
of Medicine, 24 fev. 2026. Acesso em: 28 june. 2026.
According to the text, the main purpose of
Immunostruct is to help scientists:
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246832
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
In Text V, the fragment “sometimes heartbreaking, sometimes
deeply joyous” signals a
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246831
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
If the teacher asks a student to find a specific piece of information
in the text, such as a date or a number, the reading strategy to be
used is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246829
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
Regarding the actions and events described in Text VI, it is correct
to state that one of the narrator’s routine was
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246828
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
Text VI implies that the family was looking for a(n)
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246827
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
In order to help students understand Text VI, the teacher could say
that “would” indicates that the house described is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246826
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
According to Text V, The House on Mango Street
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246825
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
The BNCC recommends that literary texts should be used in the ELF
classroom (EF08LI06) to sensitize students to different discursive
practices.
In this direction, a book such as The House on Mango Street would help increase their
In this direction, a book such as The House on Mango Street would help increase their
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246824
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
It is expected that an ELF teacher should be familiar with different
genres. In this sense, Texts V and VI can be classified, respectively,
as a
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246822
Inglês
Texto associado
READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOW.
TEXT IV
From: https://as2.ftcdn.net
An ELF-aware approach includes presenting current issues to
students. In this sense, this poster may be used in a classroom to
promote reflection on
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246821
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
Text III refers to ELF as “a guiding concept for English Language
Teaching (ELT)”.
From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246819
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
In the sentence “These challenges underscore the pivotal role of
teacher education”, the verb can be replaced, without significant
change of meaning, by
Ano: 2026
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FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246818
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
Teachers “who often lack a clear understanding of the concept”
are those whose knowledge of the concept is
Ano: 2026
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FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246817
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The fragment “the measure has sparked debate and controversy”
implies that the measure has
Ano: 2026
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FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246816
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The focus of Text III is to:
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Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246814
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
Read the following phrases.
I. Hi there!
II. Take care!
III. Well done!
IV. See you soon!
The appropriate phrases for leave-taking are
I. Hi there!
II. Take care!
III. Well done!
IV. See you soon!
The appropriate phrases for leave-taking are
Ano: 2026
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FGV
Órgão:
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Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246813
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
A typical situation during a class is when a student asks to leave
the room.
In this case, when granting permission, the teacher’s reply should be
In this case, when granting permission, the teacher’s reply should be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can
be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the
genitive case. In order to teach how to express possession, the only
sentence that the teacher could use as an example is
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