Questões de Concurso Sobre inglês
Foram encontradas 25.119 questões
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825696
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
In text 11A2-II, the BNCC’s pedagogical conception is criticized
for assuming the existence of a “Cartesian reader.” It is correct to
conclude from the text that the key characteristic of this idealized
reader is
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825695
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
In the fourth paragraph of text 11A2-II, Szundy argues that there
is an aspect in the BNCC English language component that
incites students to become independent entrepreneurs while
ignoring the underlying social structures that foster inequality.
That aspect, according to Szundy, is the
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825694
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the key contradiction Szundy finds in
the BNCC’s English language component, particularly in 6th
grade skills, is
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825693
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the BNCC’s inclusion of an
intercultural axis, which values plural ways of being in the world,
is viewed by Szundy as a feature that
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825692
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to the first paragraph of text 11A2-II, educators and
researchers’ concern about the BNCC is that it reflects a
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825691
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
According to the sixth paragraph of text 11A2-I, the concept of
multivoicedness specifically highlights an aspect of language
within discursive spaces. That aspect is the
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825690
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
Based on text 11A2-I, choose the option that presents the
dimension of heteroglossia that refers to the coexistence of
different speech types or discourses associated with particular
social spheres.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825689
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
In its fourth paragraph, text 11A2-I defines ‘interculturality’
primarily as a ‘position’ or ‘disposition’ that involves
Ano: 2026
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Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825688
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
It is correct to conclude from text 11A2-I that “the concept of
‘funds of perezhivanie’” (first sentence of the third paragraph)
encourages educators in bilingual education to recognize and
value
Ano: 2026
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Órgão:
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Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825687
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
Considering text 11A2-I, choose the option that presents a major
negative feature of the “monolingual mindset” (first sentence of
the second paragraph) often found in current Brazilian bilingual
programs.
Ano: 2026
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Q3825686
Inglês
Texto associado
In July, colleagues in Ecuador shared how the coronavirus
pandemic affected teaching in the country and how students
adapted. They also showed how rooting a course in the local
context increases learner engagement.
Learners in Ecuador take English from first grade, but
disconnection from the language and culture can reduce
engagement.
Lester Pereddo examined the effects of covid-19 on
teaching English in Ecuador, identifying barriers such as the
depressed economy, poor internet in rural highlands, work
obligations at home, and lack of devices. These challenges
reflected local realities, and Lester shared lessons and
suggestions for teachers.
Catherine Rayson. Local contexts can make a difference in learning and adapting.
September 10th, 2021. Internet:<https://www.cambridge.org> (adapted).
Considering the challenges described by Lester Pereddo in the
previous text, choose the option that presents a correct inference
about the access to English learning during the coronavirus
pandemic.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825685
Inglês
Texto associado
Text 11A1-IV
The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.
Dr. Seuss. I can read with my eyes shut! New York: Random House, 1987.
The comparative construction used in both sentences of
text 11A1-IV
Ano: 2026
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Q3825684
Inglês
Texto associado
Text 11A1-IV
The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.
Dr. Seuss. I can read with my eyes shut! New York: Random House, 1987.
Considering text 11A1-IV, which presents a famous Dr. Seuss
quote, choose the correct option regarding the grammatical class
of the words “know” and “go”.
Ano: 2026
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CESPE / CEBRASPE
Órgão:
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Q3825683
Inglês
Texto associado
Text 11A1-III
Internet: <https://www.nytimes.com>
At the bottom of the advertisement presented in text 11A1-III,
there are the sentences “Today’s kids think they are aware of
everything: friends’ status, pictures, and location. Everything
except what’s happening right in front of them”. Choose the
option that expresses the main idea conveyed by these sentences.
Ano: 2026
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Órgão:
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Q3825682
Inglês
Texto associado
Text 11A1-III
Internet: <https://www.nytimes.com>
Text 11A1-III is an advertisement produced by paper company
Domtar. According to the meanings conveyed by the text, it is
correct to infer that
Ano: 2026
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Órgão:
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Q3825681
Inglês
Texto associado
Text 11A1-II
Kathryn LeMieux. When English teachers snap.
Internet:<https://engl3202lsu.weebly.com>
In the billboard original sentence “got milk?”, presented in
text 11A1-II, the teacher crosses out the word “got” and includes
the words “Do you have any”. Considering word classes and
syntax, it is correct to conclude that the billboard original
sentence was incorrect in standard English because
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825680
Inglês
Texto associado
Text 11A1-II
Kathryn LeMieux. When English teachers snap.
Internet:<https://engl3202lsu.weebly.com>
Text 11A1-II shows a teacher being arrested after correcting a
sentence on a billboard. Considering the grammatical rules and
the humorous meaning of the text, it is correct to conclude that its
comic effect results from the fact that
Ano: 2026
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Q3825679
Inglês
Texto associado
Text 11A1-I
“Newspeak,” the “official language of Oceania” in the
novel 1984, comes from “new speak” and was created to
supersede “Oldspeak,” or Standard English. Newspeak isn’t just
buzzwords, but the deliberate replacement of one set of words in
the language for another. Its transition, expected to be completed
“by about the year 2050,” appears not through history or social
change, but through the will of the Party. The purpose of
Newspeak was not only to provide a medium of expression for
the world-view and mental habits proper to the devotees of
Ingsoc, but also to make all other modes of thought impossible.
Orwell discusses the “perfected” form of Newspeak, with
grammatical “peculiarities,” such as “an almost complete
interchangeability between different parts of speech.” Its
vocabulary is divided into the A, B, and C classes. The A class
contains “everyday life” words mutated with prefixes and
intensifiers like “uncold,” “pluscold,” and “doublepluscold.” The
B class contains doublethink coinages like “joycamp” and
“Minipax,” similar to “the characteristic features of political
language (…) in totalitarian countries.” The citizens of Oceania
must have “an outlook” shaped by these restricted words; even
sexual life was regulated by “sexcrime” and “goodsex.”
The C class “consisted entirely of scientific and technical
terms,” defined rigidly and stripped of meanings. There was no
vocabulary for science as a habit of mind; any meaning it could
bear was “already sufficiently covered by the word Ingsoc.” This
linguistic control made translating the past nearly impossible.
“All mans are equal” could exist only as “a palpable untruth,”
and Jefferson’s preamble could only be swallowed by the single
word “crimethink.”
The phrase “alternative facts” could fit easily into the
“Newspeak Dictionary,” showing how such language can sink
into discourse and become Newspeak itself.
Josh Jones. George Orwell Explains How “Newspeak” Works,
the Official Language of His Totalitarian Dystopia in 1984.
January 25th, 2017. Internet:https://www.openculture.com> (adapted).
Based on text 11A1-I, choose the option that most accurately
reflects a logical consequence of the linguistic policy imposed on
the citizens of Oceania.
Ano: 2026
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Órgão:
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Prova:
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Q3825678
Inglês
Texto associado
Text 11A1-I
“Newspeak,” the “official language of Oceania” in the
novel 1984, comes from “new speak” and was created to
supersede “Oldspeak,” or Standard English. Newspeak isn’t just
buzzwords, but the deliberate replacement of one set of words in
the language for another. Its transition, expected to be completed
“by about the year 2050,” appears not through history or social
change, but through the will of the Party. The purpose of
Newspeak was not only to provide a medium of expression for
the world-view and mental habits proper to the devotees of
Ingsoc, but also to make all other modes of thought impossible.
Orwell discusses the “perfected” form of Newspeak, with
grammatical “peculiarities,” such as “an almost complete
interchangeability between different parts of speech.” Its
vocabulary is divided into the A, B, and C classes. The A class
contains “everyday life” words mutated with prefixes and
intensifiers like “uncold,” “pluscold,” and “doublepluscold.” The
B class contains doublethink coinages like “joycamp” and
“Minipax,” similar to “the characteristic features of political
language (…) in totalitarian countries.” The citizens of Oceania
must have “an outlook” shaped by these restricted words; even
sexual life was regulated by “sexcrime” and “goodsex.”
The C class “consisted entirely of scientific and technical
terms,” defined rigidly and stripped of meanings. There was no
vocabulary for science as a habit of mind; any meaning it could
bear was “already sufficiently covered by the word Ingsoc.” This
linguistic control made translating the past nearly impossible.
“All mans are equal” could exist only as “a palpable untruth,”
and Jefferson’s preamble could only be swallowed by the single
word “crimethink.”
The phrase “alternative facts” could fit easily into the
“Newspeak Dictionary,” showing how such language can sink
into discourse and become Newspeak itself.
Josh Jones. George Orwell Explains How “Newspeak” Works,
the Official Language of His Totalitarian Dystopia in 1984.
January 25th, 2017. Internet:https://www.openculture.com> (adapted).
Considering text 11A1-I, choose the option that presents a word
that, in the text, functions as an abstract noun denoting a
non-concrete concept.
Ano: 2026
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Órgão:
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Prova:
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Q3825677
Inglês
Texto associado
Text 11A1-I
“Newspeak,” the “official language of Oceania” in the
novel 1984, comes from “new speak” and was created to
supersede “Oldspeak,” or Standard English. Newspeak isn’t just
buzzwords, but the deliberate replacement of one set of words in
the language for another. Its transition, expected to be completed
“by about the year 2050,” appears not through history or social
change, but through the will of the Party. The purpose of
Newspeak was not only to provide a medium of expression for
the world-view and mental habits proper to the devotees of
Ingsoc, but also to make all other modes of thought impossible.
Orwell discusses the “perfected” form of Newspeak, with
grammatical “peculiarities,” such as “an almost complete
interchangeability between different parts of speech.” Its
vocabulary is divided into the A, B, and C classes. The A class
contains “everyday life” words mutated with prefixes and
intensifiers like “uncold,” “pluscold,” and “doublepluscold.” The
B class contains doublethink coinages like “joycamp” and
“Minipax,” similar to “the characteristic features of political
language (…) in totalitarian countries.” The citizens of Oceania
must have “an outlook” shaped by these restricted words; even
sexual life was regulated by “sexcrime” and “goodsex.”
The C class “consisted entirely of scientific and technical
terms,” defined rigidly and stripped of meanings. There was no
vocabulary for science as a habit of mind; any meaning it could
bear was “already sufficiently covered by the word Ingsoc.” This
linguistic control made translating the past nearly impossible.
“All mans are equal” could exist only as “a palpable untruth,”
and Jefferson’s preamble could only be swallowed by the single
word “crimethink.”
The phrase “alternative facts” could fit easily into the
“Newspeak Dictionary,” showing how such language can sink
into discourse and become Newspeak itself.
Josh Jones. George Orwell Explains How “Newspeak” Works,
the Official Language of His Totalitarian Dystopia in 1984.
January 25th, 2017. Internet:https://www.openculture.com> (adapted).
Using reading strategies to obtain a global understanding of
text 11A1-I, choose the option that best synthesizes the central
idea conveyed by the text.
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