Questões de Concurso Sobre inglês
Foram encontradas 25.572 questões
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147567
Inglês
Texto associado
Global issues, global education, and transcultural learning
all take two conditions of a globalizing world as their point of
departure: (1) all social, cultural, economic, and ecological issues
are increasingly interconnected and there is no such thing as an
isolated, merely local issue; (2) globalization and hybridization
affect all cultures and cultural phenomena. There are no pure,
homogeneous, unchanging elements of culture, and this affects
the life of all individuals and social groups. Global learning takes
on a transcultural perspective and aims to enable learners to
effectively acquire a foreign or second language while
empowering them with the knowledge, skills and commitment
required by world citizens to solve global problems. Here, local
problems, challenges, and solutions are always seen as
inextricably intertwined with global issues.
Michael Meyer, Laurenz Volkmann, and Nancy Grimm.
Teaching English. Narr: Tübigen, 2022. p. 163 (adapted).
Based on the ideas presented in the previous text, judge the item that follow.
The authors have a negative perspective on globalization because it makes global problems also local problems.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147566
Inglês
Texto associado
Global issues, global education, and transcultural learning
all take two conditions of a globalizing world as their point of
departure: (1) all social, cultural, economic, and ecological issues
are increasingly interconnected and there is no such thing as an
isolated, merely local issue; (2) globalization and hybridization
affect all cultures and cultural phenomena. There are no pure,
homogeneous, unchanging elements of culture, and this affects
the life of all individuals and social groups. Global learning takes
on a transcultural perspective and aims to enable learners to
effectively acquire a foreign or second language while
empowering them with the knowledge, skills and commitment
required by world citizens to solve global problems. Here, local
problems, challenges, and solutions are always seen as
inextricably intertwined with global issues.
Michael Meyer, Laurenz Volkmann, and Nancy Grimm.
Teaching English. Narr: Tübigen, 2022. p. 163 (adapted).
Based on the ideas presented in the previous text, judge the item that follow.
It is correct to infer from the text that teaching English as a foreign language should be limited to dealing with problems happening in English-speaking countries.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147565
Inglês
Texto associado
Girls play outside in nature less than boys do, even at the
age of two, according to the first national survey of play among
preschool-age children in Britain. While researchers expect to see
older children socialised to particular gender roles, they were
shocked to see similar patterns of behaviour starting to emerge at
such a young age. They fear it could have long-term implications
for girls’ health, as girls are less physically active as they get
older and are more likely than boys to have difficulties with their
mental health.
The study also found that preschool-age children from a
minority ethnic background play less outdoors than their white
counterparts, and children in urban areas play less outdoors than
those in rural areas. “The results highlight inequalities in play
even in the youngest age group, which may exacerbate existing
inequalities in health,” the report concluded.
The research surveyed more than 1,100 parents and carers
of children aged two, three and four. They found that preschool
children spent approximately four hours a day at play, of which
one hour and 45 minutes was spent playing outdoors, mainly in
back gardens at home. Away from home, children played in
playgrounds and green spaces, with the most adventurous play
usually associated with indoor play centres.
“The popularity of these play centers is growing,” the
report said. “This may be driven by indoor play centres providing
adventurous play experiences that overcome some of the barriers
to outdoor adventurous play such as traffic, weather and safety
concerns.”
Sally Weale. Girls play outside less than boys even at two years old, UK survey reveals.
In: The Guardian. Internet:<theguardian.com> (adapted).
According to the preceding text, judge the following item.
The survey’s results suggest that the inequalities between boys and girls appear even sooner than the researchers expected.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147564
Inglês
Texto associado
Girls play outside in nature less than boys do, even at the
age of two, according to the first national survey of play among
preschool-age children in Britain. While researchers expect to see
older children socialised to particular gender roles, they were
shocked to see similar patterns of behaviour starting to emerge at
such a young age. They fear it could have long-term implications
for girls’ health, as girls are less physically active as they get
older and are more likely than boys to have difficulties with their
mental health.
The study also found that preschool-age children from a
minority ethnic background play less outdoors than their white
counterparts, and children in urban areas play less outdoors than
those in rural areas. “The results highlight inequalities in play
even in the youngest age group, which may exacerbate existing
inequalities in health,” the report concluded.
The research surveyed more than 1,100 parents and carers
of children aged two, three and four. They found that preschool
children spent approximately four hours a day at play, of which
one hour and 45 minutes was spent playing outdoors, mainly in
back gardens at home. Away from home, children played in
playgrounds and green spaces, with the most adventurous play
usually associated with indoor play centres.
“The popularity of these play centers is growing,” the
report said. “This may be driven by indoor play centres providing
adventurous play experiences that overcome some of the barriers
to outdoor adventurous play such as traffic, weather and safety
concerns.”
Sally Weale. Girls play outside less than boys even at two years old, UK survey reveals.
In: The Guardian. Internet:<theguardian.com> (adapted).
According to the preceding text, judge the following item.
It is correct to infer from the text that safety is a factor that stops parents from letting their children play in indoor play centers.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147563
Inglês
Texto associado
Girls play outside in nature less than boys do, even at the
age of two, according to the first national survey of play among
preschool-age children in Britain. While researchers expect to see
older children socialised to particular gender roles, they were
shocked to see similar patterns of behaviour starting to emerge at
such a young age. They fear it could have long-term implications
for girls’ health, as girls are less physically active as they get
older and are more likely than boys to have difficulties with their
mental health.
The study also found that preschool-age children from a
minority ethnic background play less outdoors than their white
counterparts, and children in urban areas play less outdoors than
those in rural areas. “The results highlight inequalities in play
even in the youngest age group, which may exacerbate existing
inequalities in health,” the report concluded.
The research surveyed more than 1,100 parents and carers
of children aged two, three and four. They found that preschool
children spent approximately four hours a day at play, of which
one hour and 45 minutes was spent playing outdoors, mainly in
back gardens at home. Away from home, children played in
playgrounds and green spaces, with the most adventurous play
usually associated with indoor play centres.
“The popularity of these play centers is growing,” the
report said. “This may be driven by indoor play centres providing
adventurous play experiences that overcome some of the barriers
to outdoor adventurous play such as traffic, weather and safety
concerns.”
Sally Weale. Girls play outside less than boys even at two years old, UK survey reveals.
In: The Guardian. Internet:<theguardian.com> (adapted).
According to the preceding text, judge the following item.
Children’s parents were not considered a source of information in the research mentioned in the text.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147562
Inglês
Texto associado
Girls play outside in nature less than boys do, even at the
age of two, according to the first national survey of play among
preschool-age children in Britain. While researchers expect to see
older children socialised to particular gender roles, they were
shocked to see similar patterns of behaviour starting to emerge at
such a young age. They fear it could have long-term implications
for girls’ health, as girls are less physically active as they get
older and are more likely than boys to have difficulties with their
mental health.
The study also found that preschool-age children from a
minority ethnic background play less outdoors than their white
counterparts, and children in urban areas play less outdoors than
those in rural areas. “The results highlight inequalities in play
even in the youngest age group, which may exacerbate existing
inequalities in health,” the report concluded.
The research surveyed more than 1,100 parents and carers
of children aged two, three and four. They found that preschool
children spent approximately four hours a day at play, of which
one hour and 45 minutes was spent playing outdoors, mainly in
back gardens at home. Away from home, children played in
playgrounds and green spaces, with the most adventurous play
usually associated with indoor play centres.
“The popularity of these play centers is growing,” the
report said. “This may be driven by indoor play centres providing
adventurous play experiences that overcome some of the barriers
to outdoor adventurous play such as traffic, weather and safety
concerns.”
Sally Weale. Girls play outside less than boys even at two years old, UK survey reveals.
In: The Guardian. Internet:<theguardian.com> (adapted).
According to the preceding text, judge the following item.
From the research mentioned, it is possible to conclude that young age playing habits may have consequences in adult life in terms of physical and mental health.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147561
Inglês
Texto associado
Girls play outside in nature less than boys do, even at the
age of two, according to the first national survey of play among
preschool-age children in Britain. While researchers expect to see
older children socialised to particular gender roles, they were
shocked to see similar patterns of behaviour starting to emerge at
such a young age. They fear it could have long-term implications
for girls’ health, as girls are less physically active as they get
older and are more likely than boys to have difficulties with their
mental health.
The study also found that preschool-age children from a
minority ethnic background play less outdoors than their white
counterparts, and children in urban areas play less outdoors than
those in rural areas. “The results highlight inequalities in play
even in the youngest age group, which may exacerbate existing
inequalities in health,” the report concluded.
The research surveyed more than 1,100 parents and carers
of children aged two, three and four. They found that preschool
children spent approximately four hours a day at play, of which
one hour and 45 minutes was spent playing outdoors, mainly in
back gardens at home. Away from home, children played in
playgrounds and green spaces, with the most adventurous play
usually associated with indoor play centres.
“The popularity of these play centers is growing,” the
report said. “This may be driven by indoor play centres providing
adventurous play experiences that overcome some of the barriers
to outdoor adventurous play such as traffic, weather and safety
concerns.”
Sally Weale. Girls play outside less than boys even at two years old, UK survey reveals.
In: The Guardian. Internet:<theguardian.com> (adapted).
According to the preceding text, judge the following item.
Based on the text, it is correct to infer that black girls are less likely to play outdoors than white boys are.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147560
Inglês
Texto associado
Girls play outside in nature less than boys do, even at the
age of two, according to the first national survey of play among
preschool-age children in Britain. While researchers expect to see
older children socialised to particular gender roles, they were
shocked to see similar patterns of behaviour starting to emerge at
such a young age. They fear it could have long-term implications
for girls’ health, as girls are less physically active as they get
older and are more likely than boys to have difficulties with their
mental health.
The study also found that preschool-age children from a
minority ethnic background play less outdoors than their white
counterparts, and children in urban areas play less outdoors than
those in rural areas. “The results highlight inequalities in play
even in the youngest age group, which may exacerbate existing
inequalities in health,” the report concluded.
The research surveyed more than 1,100 parents and carers
of children aged two, three and four. They found that preschool
children spent approximately four hours a day at play, of which
one hour and 45 minutes was spent playing outdoors, mainly in
back gardens at home. Away from home, children played in
playgrounds and green spaces, with the most adventurous play
usually associated with indoor play centres.
“The popularity of these play centers is growing,” the
report said. “This may be driven by indoor play centres providing
adventurous play experiences that overcome some of the barriers
to outdoor adventurous play such as traffic, weather and safety
concerns.”
Sally Weale. Girls play outside less than boys even at two years old, UK survey reveals.
In: The Guardian. Internet:<theguardian.com> (adapted).
According to the preceding text, judge the following item.
The text presents specific numbers that prove the difference between young boys and girls as to playing outside.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147559
Inglês
Texto associado
Girls play outside in nature less than boys do, even at the
age of two, according to the first national survey of play among
preschool-age children in Britain. While researchers expect to see
older children socialised to particular gender roles, they were
shocked to see similar patterns of behaviour starting to emerge at
such a young age. They fear it could have long-term implications
for girls’ health, as girls are less physically active as they get
older and are more likely than boys to have difficulties with their
mental health.
The study also found that preschool-age children from a
minority ethnic background play less outdoors than their white
counterparts, and children in urban areas play less outdoors than
those in rural areas. “The results highlight inequalities in play
even in the youngest age group, which may exacerbate existing
inequalities in health,” the report concluded.
The research surveyed more than 1,100 parents and carers
of children aged two, three and four. They found that preschool
children spent approximately four hours a day at play, of which
one hour and 45 minutes was spent playing outdoors, mainly in
back gardens at home. Away from home, children played in
playgrounds and green spaces, with the most adventurous play
usually associated with indoor play centres.
“The popularity of these play centers is growing,” the
report said. “This may be driven by indoor play centres providing
adventurous play experiences that overcome some of the barriers
to outdoor adventurous play such as traffic, weather and safety
concerns.”
Sally Weale. Girls play outside less than boys even at two years old, UK survey reveals.
In: The Guardian. Internet:<theguardian.com> (adapted).
According to the preceding text, judge the following item.
In the text, the words “survey” (first sentence of the text), “study” (first sentence of the second paragraph), and “research” (first sentence of the third paragraph) were used to refer to the same thing.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147558
Inglês
Texto associado
We do not know how art began any more than we know
how language started. If we take art to mean such activities as
building temples and houses, making pictures and sculptures, or
weaving patterns, there is no people in all the world without art.
If, on the other hand, we mean by art some kind of beautiful
luxury, something to enjoy in museums and exhibitions or
something special to use as a precious decoration in the best
parlour, we must realize that this use of the word is a very recent
development. We can best understand this difference if we think
of architecture. There is scarcely any building in the world which
was not erected for a particular purpose. Those who use these
buildings as places of worship or entertainment, or as dwellings,
judge them first and foremost by standards of utility. But apart
from this, they may like or dislike the design or the proportions
of the structure, and appreciate the efforts of the good architect to
make it not only practical but right. In the past the attitude to
paintings and statues was often similar. They were not thought of
as mere works of art but as objects which had a definite function.
Similarly, we are not likely to understand the art of the
past if we are quite ignorant of the aims it had to serve. The
further we go back in history, the more definite but also the more
strange are the aims which art was supposed to serve. The same
applies if we leave towns and cities and go to the peasants or,
better still, if we travel to the peoples whose ways of life still
resemble the conditions in which our remote ancestors lived.
Among them there is no difference between building and
image-making as far as usefulness is concerned. Their huts are
there to shelter them from rain, wind and sunshine and the spirits
which produce them; images are made to protect them against
other powers which are, to them, as real as the forces of nature.
Pictures and statues, in other words, are used to work magic.
E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).
Based on the previous text, its ideas and its linguistic aspects, judge the following item.
In the fragment “which had a definite function” (last sentence of the first paragraph), the word “definite” could be replaced with clear without harming the coherence of the text.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147557
Inglês
Texto associado
We do not know how art began any more than we know
how language started. If we take art to mean such activities as
building temples and houses, making pictures and sculptures, or
weaving patterns, there is no people in all the world without art.
If, on the other hand, we mean by art some kind of beautiful
luxury, something to enjoy in museums and exhibitions or
something special to use as a precious decoration in the best
parlour, we must realize that this use of the word is a very recent
development. We can best understand this difference if we think
of architecture. There is scarcely any building in the world which
was not erected for a particular purpose. Those who use these
buildings as places of worship or entertainment, or as dwellings,
judge them first and foremost by standards of utility. But apart
from this, they may like or dislike the design or the proportions
of the structure, and appreciate the efforts of the good architect to
make it not only practical but right. In the past the attitude to
paintings and statues was often similar. They were not thought of
as mere works of art but as objects which had a definite function.
Similarly, we are not likely to understand the art of the
past if we are quite ignorant of the aims it had to serve. The
further we go back in history, the more definite but also the more
strange are the aims which art was supposed to serve. The same
applies if we leave towns and cities and go to the peasants or,
better still, if we travel to the peoples whose ways of life still
resemble the conditions in which our remote ancestors lived.
Among them there is no difference between building and
image-making as far as usefulness is concerned. Their huts are
there to shelter them from rain, wind and sunshine and the spirits
which produce them; images are made to protect them against
other powers which are, to them, as real as the forces of nature.
Pictures and statues, in other words, are used to work magic.
E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).
Based on the previous text, its ideas and its linguistic aspects, judge the following item.
In the first paragraph, the author states that, in the past, no buildings were built without a practical purpose or reason.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147556
Inglês
Texto associado
We do not know how art began any more than we know
how language started. If we take art to mean such activities as
building temples and houses, making pictures and sculptures, or
weaving patterns, there is no people in all the world without art.
If, on the other hand, we mean by art some kind of beautiful
luxury, something to enjoy in museums and exhibitions or
something special to use as a precious decoration in the best
parlour, we must realize that this use of the word is a very recent
development. We can best understand this difference if we think
of architecture. There is scarcely any building in the world which
was not erected for a particular purpose. Those who use these
buildings as places of worship or entertainment, or as dwellings,
judge them first and foremost by standards of utility. But apart
from this, they may like or dislike the design or the proportions
of the structure, and appreciate the efforts of the good architect to
make it not only practical but right. In the past the attitude to
paintings and statues was often similar. They were not thought of
as mere works of art but as objects which had a definite function.
Similarly, we are not likely to understand the art of the
past if we are quite ignorant of the aims it had to serve. The
further we go back in history, the more definite but also the more
strange are the aims which art was supposed to serve. The same
applies if we leave towns and cities and go to the peasants or,
better still, if we travel to the peoples whose ways of life still
resemble the conditions in which our remote ancestors lived.
Among them there is no difference between building and
image-making as far as usefulness is concerned. Their huts are
there to shelter them from rain, wind and sunshine and the spirits
which produce them; images are made to protect them against
other powers which are, to them, as real as the forces of nature.
Pictures and statues, in other words, are used to work magic.
E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).
Based on the previous text, its ideas and its linguistic aspects, judge the following item.
The author distinguishes between two different notions of art, one of which he points out to be a recent development.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147555
Inglês
Texto associado
We do not know how art began any more than we know
how language started. If we take art to mean such activities as
building temples and houses, making pictures and sculptures, or
weaving patterns, there is no people in all the world without art.
If, on the other hand, we mean by art some kind of beautiful
luxury, something to enjoy in museums and exhibitions or
something special to use as a precious decoration in the best
parlour, we must realize that this use of the word is a very recent
development. We can best understand this difference if we think
of architecture. There is scarcely any building in the world which
was not erected for a particular purpose. Those who use these
buildings as places of worship or entertainment, or as dwellings,
judge them first and foremost by standards of utility. But apart
from this, they may like or dislike the design or the proportions
of the structure, and appreciate the efforts of the good architect to
make it not only practical but right. In the past the attitude to
paintings and statues was often similar. They were not thought of
as mere works of art but as objects which had a definite function.
Similarly, we are not likely to understand the art of the
past if we are quite ignorant of the aims it had to serve. The
further we go back in history, the more definite but also the more
strange are the aims which art was supposed to serve. The same
applies if we leave towns and cities and go to the peasants or,
better still, if we travel to the peoples whose ways of life still
resemble the conditions in which our remote ancestors lived.
Among them there is no difference between building and
image-making as far as usefulness is concerned. Their huts are
there to shelter them from rain, wind and sunshine and the spirits
which produce them; images are made to protect them against
other powers which are, to them, as real as the forces of nature.
Pictures and statues, in other words, are used to work magic.
E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).
Based on the previous text, its ideas and its linguistic aspects, judge the following item.
According to the author, works of art of the past were produced for purposes which went beyond being beautiful.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147554
Inglês
Texto associado
We do not know how art began any more than we know
how language started. If we take art to mean such activities as
building temples and houses, making pictures and sculptures, or
weaving patterns, there is no people in all the world without art.
If, on the other hand, we mean by art some kind of beautiful
luxury, something to enjoy in museums and exhibitions or
something special to use as a precious decoration in the best
parlour, we must realize that this use of the word is a very recent
development. We can best understand this difference if we think
of architecture. There is scarcely any building in the world which
was not erected for a particular purpose. Those who use these
buildings as places of worship or entertainment, or as dwellings,
judge them first and foremost by standards of utility. But apart
from this, they may like or dislike the design or the proportions
of the structure, and appreciate the efforts of the good architect to
make it not only practical but right. In the past the attitude to
paintings and statues was often similar. They were not thought of
as mere works of art but as objects which had a definite function.
Similarly, we are not likely to understand the art of the
past if we are quite ignorant of the aims it had to serve. The
further we go back in history, the more definite but also the more
strange are the aims which art was supposed to serve. The same
applies if we leave towns and cities and go to the peasants or,
better still, if we travel to the peoples whose ways of life still
resemble the conditions in which our remote ancestors lived.
Among them there is no difference between building and
image-making as far as usefulness is concerned. Their huts are
there to shelter them from rain, wind and sunshine and the spirits
which produce them; images are made to protect them against
other powers which are, to them, as real as the forces of nature.
Pictures and statues, in other words, are used to work magic.
E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).
Based on the previous text, its ideas and its linguistic aspects, judge the following item.
The author of the text uses architecture as an example because he considers it the best form of art from the past.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Ensino Fundamental |
Q3147553
Inglês
Texto associado
We do not know how art began any more than we know
how language started. If we take art to mean such activities as
building temples and houses, making pictures and sculptures, or
weaving patterns, there is no people in all the world without art.
If, on the other hand, we mean by art some kind of beautiful
luxury, something to enjoy in museums and exhibitions or
something special to use as a precious decoration in the best
parlour, we must realize that this use of the word is a very recent
development. We can best understand this difference if we think
of architecture. There is scarcely any building in the world which
was not erected for a particular purpose. Those who use these
buildings as places of worship or entertainment, or as dwellings,
judge them first and foremost by standards of utility. But apart
from this, they may like or dislike the design or the proportions
of the structure, and appreciate the efforts of the good architect to
make it not only practical but right. In the past the attitude to
paintings and statues was often similar. They were not thought of
as mere works of art but as objects which had a definite function.
Similarly, we are not likely to understand the art of the
past if we are quite ignorant of the aims it had to serve. The
further we go back in history, the more definite but also the more
strange are the aims which art was supposed to serve. The same
applies if we leave towns and cities and go to the peasants or,
better still, if we travel to the peoples whose ways of life still
resemble the conditions in which our remote ancestors lived.
Among them there is no difference between building and
image-making as far as usefulness is concerned. Their huts are
there to shelter them from rain, wind and sunshine and the spirits
which produce them; images are made to protect them against
other powers which are, to them, as real as the forces of nature.
Pictures and statues, in other words, are used to work magic.
E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).
Based on the previous text, its ideas and its linguistic aspects, judge the following item.
The information presented in the last sentence of the text means that, to the peoples mentioned by the author in the end of the second paragraph, art objects, like pictures and statues, have supernatural powers.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Educação Infantil |
Q3147505
Inglês
Texto associado
As origens teóricas da perspectiva reflexiva sobre a
prática remontam a John Dewey, que, na década de 30 do século
passado, definiu ação reflexiva como o exame ativo, voluntário,
persistente e rigoroso de nossas crenças e ações, à luz dos
fundamentos que as sustentam e das consequências a que
conduzem. Ao caracterizar a reflexão como uma forma
especializada de pensar, Dewey a diferencia do ato de rotina, que,
embora fundamental ao ser humano, é guiado por impulso,
hábito, tradição ou submissão à autoridade. A reflexão, ao
contrário, baseia-se na vontade, no pensamento, em atitudes de
questionamento e curiosidade.
Rosane Rocha Pessoa. A reflexão interativa
como instrumento
de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).
Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.
Aulas baseadas em projetos personalizados são condizentes com as práticas reflexivas de ensino.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Educação Infantil |
Q3147504
Inglês
Texto associado
As origens teóricas da perspectiva reflexiva sobre a
prática remontam a John Dewey, que, na década de 30 do século
passado, definiu ação reflexiva como o exame ativo, voluntário,
persistente e rigoroso de nossas crenças e ações, à luz dos
fundamentos que as sustentam e das consequências a que
conduzem. Ao caracterizar a reflexão como uma forma
especializada de pensar, Dewey a diferencia do ato de rotina, que,
embora fundamental ao ser humano, é guiado por impulso,
hábito, tradição ou submissão à autoridade. A reflexão, ao
contrário, baseia-se na vontade, no pensamento, em atitudes de
questionamento e curiosidade.
Rosane Rocha Pessoa. A reflexão interativa
como instrumento
de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).
Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.
As bases da prática reflexiva desenvolvidas por Dewey acabaram por aprofundar as diferenças educacionais entre os diferentes países do mundo.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Educação Infantil |
Q3147503
Inglês
Texto associado
As origens teóricas da perspectiva reflexiva sobre a
prática remontam a John Dewey, que, na década de 30 do século
passado, definiu ação reflexiva como o exame ativo, voluntário,
persistente e rigoroso de nossas crenças e ações, à luz dos
fundamentos que as sustentam e das consequências a que
conduzem. Ao caracterizar a reflexão como uma forma
especializada de pensar, Dewey a diferencia do ato de rotina, que,
embora fundamental ao ser humano, é guiado por impulso,
hábito, tradição ou submissão à autoridade. A reflexão, ao
contrário, baseia-se na vontade, no pensamento, em atitudes de
questionamento e curiosidade.
Rosane Rocha Pessoa. A reflexão interativa
como instrumento
de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).
Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.
A participação crítica e ativa dos professores nas transformações socioeducacionais dos países em desenvolvimento é ainda um desafio.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Educação Infantil |
Q3147502
Inglês
Texto associado
As origens teóricas da perspectiva reflexiva sobre a
prática remontam a John Dewey, que, na década de 30 do século
passado, definiu ação reflexiva como o exame ativo, voluntário,
persistente e rigoroso de nossas crenças e ações, à luz dos
fundamentos que as sustentam e das consequências a que
conduzem. Ao caracterizar a reflexão como uma forma
especializada de pensar, Dewey a diferencia do ato de rotina, que,
embora fundamental ao ser humano, é guiado por impulso,
hábito, tradição ou submissão à autoridade. A reflexão, ao
contrário, baseia-se na vontade, no pensamento, em atitudes de
questionamento e curiosidade.
Rosane Rocha Pessoa. A reflexão interativa
como instrumento
de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).
Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.
Na abordagem reflexiva, o professor deve estimular a atitude questionadora e a curiosidade dos alunos.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
InoversaSul
Prova:
CESPE / CEBRASPE - 2025 - InoversaSul - Professor de Inglês - Educação Infantil |
Q3147501
Inglês
Texto associado
As origens teóricas da perspectiva reflexiva sobre a
prática remontam a John Dewey, que, na década de 30 do século
passado, definiu ação reflexiva como o exame ativo, voluntário,
persistente e rigoroso de nossas crenças e ações, à luz dos
fundamentos que as sustentam e das consequências a que
conduzem. Ao caracterizar a reflexão como uma forma
especializada de pensar, Dewey a diferencia do ato de rotina, que,
embora fundamental ao ser humano, é guiado por impulso,
hábito, tradição ou submissão à autoridade. A reflexão, ao
contrário, baseia-se na vontade, no pensamento, em atitudes de
questionamento e curiosidade.
Rosane Rocha Pessoa. A reflexão interativa
como instrumento
de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).
Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.
John Dewey determinou um programa para a formação reflexiva dos professores de línguas estrangeiras.
Conheça nossos planos