Questões de Concurso Sobre inglês
Foram encontradas 25.119 questões
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988639
Inglês
“Educational leaders must evaluate ______ the
epistemological transformations prompted by AImediated instruction ______ the ethical, legal, and
socio-economic ramifications that accompany its
systemic integration into formal schooling
structures.” (Excerpt adapted from: Brookings
Institution [2022]. “AI in Education: Promise and
Pitfalls”)
The correlative structure that ensures syntactic parallelism and semantic coordination between equivalent noun phrases is:
The correlative structure that ensures syntactic parallelism and semantic coordination between equivalent noun phrases is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988638
Inglês
“Over the past decade, adaptive AI-driven
assessment models ______ at an unprecedented
pace, progressively reshaping pedagogical
methodologies, accountability metrics, and
evaluative paradigms across diverse educational
jurisdictions.” (Excerpt adapted from: OECD [2021].
“AI and the Future of Skills”)
The verbal phrase that most accurately foregrounds continuity to the present moment is:
The verbal phrase that most accurately foregrounds continuity to the present moment is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988637
Inglês
“If generative AI systems ______ implemented
across public education systems without a
concomitant expansion of teacher training
frameworks and regulatory safeguards, the
resulting asymmetries in access and digital literacy
may well intensify pre-existing structural inequities
rather than mitigate them.” (Excerpt adapted from:
UNESCO [2023]. “Guidance for Generative AI in
Education and Research”)
The conditional construction that most appropriately conveys formal contingency in institutional discourse is:
The conditional construction that most appropriately conveys formal contingency in institutional discourse is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988636
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Throughout the text, the author progressively
moves from describing the rapid expansion of
generative AI in education (paragraph 1), to raising
ethical and pedagogical concerns (paragraph 2), to
identifying systemic gaps in training (paragraph 3),
and finally to advocating coordinated policy
investment (paragraphs 4 and 5). This progression
indicates that the author’s primary argumentative
strategy consists of:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988635
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In paragraph 1, the text refers to “these paradigm
shifts”. Considering the context of the passage,
the expression “paradigm shifts” is most nearly
synonymous with:
A ( ) incremental
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988634
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers.” (paragraph 3)
The discourse marker “despite” is strategically employed to:
The discourse marker “despite” is strategically employed to:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988633
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Teachers are uniquely positioned to help guide
students as they grapple with the existential and
social implications of AI alongside practical
concerns for their own and students’ futures.”
(paragraph 2)
In this context, the adjective “existential” most precisely suggests issues that are:
In this context, the adjective “existential” most precisely suggests issues that are:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988632
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers. This widening gap between teacher
competencies and the demands of an AI-infused
classroom is unsustainable.” (paragraph 3)
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988631
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In the final paragraph, the author reinforces the
overall argument by emphasizing that:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988630
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 4 advances the argument that effective
AI integration in schools depends on:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988629
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 3 suggests that the central tension in
current AI implementation in education lies in:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988628
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
According to paragraph 2, the debate surrounding
AI in education extends beyond classroom
management and includes:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988627
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
The first paragraph frames teachers’ current
situation primarily as:
Q3983430
Inglês
Texto associado
Administrative analysts perform a variety of clerical, data
research, and information analysis tasks, and play a crucial
role in ensuring the efficient and effective functioning of
administrative processes within the organization.
This position involves duties such as (i) providing
administrative support to various departments, including
scheduling meetings, managing calendars, and coordinating
workflow; (ii) ensuring that administrative activities adhere
to organizational policies, procedures, and regulations; (iii)
maintaining accurate records, databases, and necessary
documentation; and (iv) generating and presenting reports,
charts, and graphs to communicate findings and insights to
management, supporting informed decision-making.
The ideal candidate should be detail-oriented, analytical,
and possess strong organizational skills, besides holding
efficient communication skills, which will enhance collaboration
with different teams and departments and facilitate the flow of
information regarding administrative matters.
It should be noted that every employer is different and
each will have unique qualifications when they hire for an
Administrative Analyst role.
(https://www.ziprecruiter.com/)
In the extract from the third paragraph “which will enhance
collaboration with different teams and departments”, the
bolded word refers to
Q3983429
Inglês
Texto associado
Administrative analysts perform a variety of clerical, data
research, and information analysis tasks, and play a crucial
role in ensuring the efficient and effective functioning of
administrative processes within the organization.
This position involves duties such as (i) providing
administrative support to various departments, including
scheduling meetings, managing calendars, and coordinating
workflow; (ii) ensuring that administrative activities adhere
to organizational policies, procedures, and regulations; (iii)
maintaining accurate records, databases, and necessary
documentation; and (iv) generating and presenting reports,
charts, and graphs to communicate findings and insights to
management, supporting informed decision-making.
The ideal candidate should be detail-oriented, analytical,
and possess strong organizational skills, besides holding
efficient communication skills, which will enhance collaboration
with different teams and departments and facilitate the flow of
information regarding administrative matters.
It should be noted that every employer is different and
each will have unique qualifications when they hire for an
Administrative Analyst role.
(https://www.ziprecruiter.com/)
The use of should in “The ideal candidate should be”
(third paragraph) indicates that the skills and qualities
mentioned are
Q3983428
Inglês
Texto associado
Administrative analysts perform a variety of clerical, data
research, and information analysis tasks, and play a crucial
role in ensuring the efficient and effective functioning of
administrative processes within the organization.
This position involves duties such as (i) providing
administrative support to various departments, including
scheduling meetings, managing calendars, and coordinating
workflow; (ii) ensuring that administrative activities adhere
to organizational policies, procedures, and regulations; (iii)
maintaining accurate records, databases, and necessary
documentation; and (iv) generating and presenting reports,
charts, and graphs to communicate findings and insights to
management, supporting informed decision-making.
The ideal candidate should be detail-oriented, analytical,
and possess strong organizational skills, besides holding
efficient communication skills, which will enhance collaboration
with different teams and departments and facilitate the flow of
information regarding administrative matters.
It should be noted that every employer is different and
each will have unique qualifications when they hire for an
Administrative Analyst role.
(https://www.ziprecruiter.com/)
In the extract from the second paragraph “This position
involves duties such as”, the underlined expression
introduces
Q3983427
Inglês
Texto associado
Administrative analysts perform a variety of clerical, data
research, and information analysis tasks, and play a crucial
role in ensuring the efficient and effective functioning of
administrative processes within the organization.
This position involves duties such as (i) providing
administrative support to various departments, including
scheduling meetings, managing calendars, and coordinating
workflow; (ii) ensuring that administrative activities adhere
to organizational policies, procedures, and regulations; (iii)
maintaining accurate records, databases, and necessary
documentation; and (iv) generating and presenting reports,
charts, and graphs to communicate findings and insights to
management, supporting informed decision-making.
The ideal candidate should be detail-oriented, analytical,
and possess strong organizational skills, besides holding
efficient communication skills, which will enhance collaboration
with different teams and departments and facilitate the flow of
information regarding administrative matters.
It should be noted that every employer is different and
each will have unique qualifications when they hire for an
Administrative Analyst role.
(https://www.ziprecruiter.com/)
De acordo com o texto, analistas administrativos
Q3983426
Inglês
Texto associado
Administrative analysts perform a variety of clerical, data
research, and information analysis tasks, and play a crucial
role in ensuring the efficient and effective functioning of
administrative processes within the organization.
This position involves duties such as (i) providing
administrative support to various departments, including
scheduling meetings, managing calendars, and coordinating
workflow; (ii) ensuring that administrative activities adhere
to organizational policies, procedures, and regulations; (iii)
maintaining accurate records, databases, and necessary
documentation; and (iv) generating and presenting reports,
charts, and graphs to communicate findings and insights to
management, supporting informed decision-making.
The ideal candidate should be detail-oriented, analytical,
and possess strong organizational skills, besides holding
efficient communication skills, which will enhance collaboration
with different teams and departments and facilitate the flow of
information regarding administrative matters.
It should be noted that every employer is different and
each will have unique qualifications when they hire for an
Administrative Analyst role.
(https://www.ziprecruiter.com/)
Clerical tasks, no contexto do primeiro parágrafo, significa tarefas
Ano: 2026
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2026 - Prefeitura de Itapoá - SC - Professor de Inglês |
Q3981561
Inglês
Em uma situação desencadeadora, estudantes do 8º ano simulam organizar um evento
escolar e precisam negociar funções e horários em inglês. Alguns erros aparecem, mas há
troca real de informações. Nessa situação, a prática favorece principalmente:
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-PI
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-PI - Professor da Educação Básica - Disciplina: Inglês |
Q3978393
Inglês
Para um ensino de língua inglesa que contemple as relações entre
língua, cultura e sociedade, o professor deve
Conheça nossos planos