Questões de Concurso
Sobre currículo (teoria e prática) em pedagogia
Foram encontradas 9.580 questões
( ) A BNCC define aprendizagens essenciais que todos os estudantes têm o direito de desenvolver ao longo da Educação Básica.
( ) A BNCC substitui os currículos elaborados pelos sistemas de ensino e pelas instituições escolares.
( ) Competência, na BNCC, refere-se à mobilização de conhecimentos, habilidades, atitudes e valores para resolver demandas da vida cotidiana, do exercício da cidadania e do mundo do trabalho.
( ) A BNCC está organizada por competências gerais que devem ser desenvolvidas ao longo de toda a Educação Básica.
I. Valorizar e fruir as diversas manifestações artísticas e culturais, das locais às mundiais, e também participar de práticas diversificadas da produção artísticocultural.
II. Compreender, utilizar e criar tecnologias digitais de informação e comunicação de forma acrítica nas diversas práticas sociais (incluindo as escolares) para se comunicar, acessar e disseminar informações, produzir conhecimentos, resolver problemas.
III. Valorizar a diversidade de saberes e vivências culturais e apropriar-se de conhecimentos e experiências que lhe possibilitem entender as relações proprias do mundo do trabalho e fazer escolhas alinhadas ao exercício da cidadania e ao seu projeto de vida, com disciplina, responsabilidade e padronização de pensamento e da linguagem.
IV. Conhecer-se, apreciar-se e cuidar de sua saúde física e mental, compreendendo-se na diversidade humana por meio da racionalidade total, em oposição à emoção.
Está(ão) CORRETA(S)
Leitura no contexto da BNCC é tomada em um sentido mais _________, dizendo respeito __________ ao texto escrito, _________ a imagens estáticas (foto, pintura, desenho, esquema, gráfico, diagrama) ou em movimento (filmes, vídeos etc.) e ao som (música), que acompanha e cossignifica em muitos gêneros digitais.
I. Conhecimentos. II. Habilidades. III. Atitudes. IV. Valores.
Está CORRETO o que se afirma:
I. A politização das disputas sobre o currículo vem de maneira particular dos coletivos de pesquisadores e, sobretudo, dos movimentos sociais, do movimento docente e do movimento de reorientação pedagógica que acontece nas salas de aula, que vem dos educadores-docentes e dos educandos. II. As aproximações entre a dinâmica social e escolar e a dinâmica das políticas e diretrizes curriculares ocorrem na tentativa de abrir os currículos à riqueza de experiências sociais e de conhecimentos e à diversidade de sujeitos políticos e culturais. III. As políticas curriculares têm como objetivo principal padronizar o ensino e evitar a diversidade de experiências.
Assinale a alternativa correta.
Nesse contexto, assinale a alternativa que melhor expressa a relação entre metodologias ativas de aprendizagem e a abordagem por competências:
Japan in the Ancient World
Japanese archaeologists divide the earliest part of Japanese history into four periods: the Paleolithic (preceramic) period, the Jomon (cord-marked pottery) period, the Yayoi period, and the Kofun (burial mound) period. Underlying this chronology, however, are two basic problems: First, who are the Japanese, and where did they come from? Second, how do the Japanese or "proto-Japanese" relate to the Ainu, a group of people who have resided in Japan since about 7500 B.C.E. but differ racially, culturally, and linguistically from modern Japanese in significant ways?
Paleolithic Japan (before 10,000 B.C.E.)
The Japanese islands have probably been occupied by humans for at least 30,000 years, if not longer. However, 10,000 years ago, Paleolithic Japan was a cooler place, and the sea level was 125 feet (38 meters) lower; therefore, some of the archaeological evidence of the earliest inhabitants is submerged. These hunters and gatherers, who had an extensive stone-tool inventory, most likely came to southern Japan through present-day Korea or to northern Japan from eastern Siberia, though there is abundant evidence of land connections to Asia at this time throughout the islands. It appears that the complete physical separation of the Japanese islands occurred only as recently as 18,000 to 12,000 years ago.
Jomon period (c. 10,000-c. 300 B.C.E.)
Starting about 13,000 years ago, when the Japanese climate began to warm, beautiful local pottery traditions—characterized by complex impressions made by twisted cords or sticks on the outside of pots before baking—abruptly appeared at various locales. Such ceramics eventually became commonplace throughout the islands. The Jomon people (named for this distinctive "cord-marked" ceramic style) were probably the direct descendants of the people of the previous Paleolithic traditions. They were very successful at hunting, fishing, and gathering, and because of the numerous rivers and rugged coastlines, they were largely sedentary. Shell mounds all over the islands indicate how extensively the ocean and rivers were exploited by Jomon people. The Jomon pottery eventually came to show distinctive regional styles, suggesting the existence of rather well-defined cultural groups and local folk traditions.
Yayoi (c. 300 B.C.E.-c. 300 C.E.)
About two thousand years ago, a distinct break occurred in the archaeological record. In Kyushu, the southernmost main island of Japan, bronze from the Korean peninsula and a newer style of earthenware pottery appeared, and iron smelting was developed. These changes characterize the Yayoi period, named after the district in modern Tokyo where certain artifacts were first discovered. The Yayoi period also saw the beginning of Japanese-style intensive irrigated wet-rice cultivation, which became the main means of subsistence for almost everyone on the islands. This agrarian rice-based economy—with basically the same kind of farming practices—would persist until Japan's westernization in the late nineteenth century.
However, controversy surrounds the origins of this culture. The Yayoi people may have come from overseas and replaced the earlier Jomon people (as evidenced by the presence of many new technologies from abroad). For many years, Japanese archaeologists have assumed this to be true, with the implication being that the Jomon people are the ancestors of modern Ainu, and modern Japanese are the descendants of those who migrated from the Asian mainland during the Yayoi and Kofun periods. However, a majority of archaeologists feel that the record probably indicates a gradual but direct continuity from Jomon people to early, but historically identifiable, Japanese, with any migration from the mainland blending in with the local cultures. In either case, by the end of the Yayoi period, certain institutional structures were in place—a division of labor, the accumulation of prestige and luxury goods by particular individuals, and the rise of complex political organizations—which created a more stratified society, allowing for the development of a full-fledged Japanese state in the Kofun period.
https://www.ebsco.com/research-starters/history/japan-ancient-world
Japan in the Ancient World
Japanese archaeologists divide the earliest part of Japanese history into four periods: the Paleolithic (preceramic) period, the Jomon (cord-marked pottery) period, the Yayoi period, and the Kofun (burial mound) period. Underlying this chronology, however, are two basic problems: First, who are the Japanese, and where did they come from? Second, how do the Japanese or "proto-Japanese" relate to the Ainu, a group of people who have resided in Japan since about 7500 B.C.E. but differ racially, culturally, and linguistically from modern Japanese in significant ways?
Paleolithic Japan (before 10,000 B.C.E.)
The Japanese islands have probably been occupied by humans for at least 30,000 years, if not longer. However, 10,000 years ago, Paleolithic Japan was a cooler place, and the sea level was 125 feet (38 meters) lower; therefore, some of the archaeological evidence of the earliest inhabitants is submerged. These hunters and gatherers, who had an extensive stone-tool inventory, most likely came to southern Japan through present-day Korea or to northern Japan from eastern Siberia, though there is abundant evidence of land connections to Asia at this time throughout the islands. It appears that the complete physical separation of the Japanese islands occurred only as recently as 18,000 to 12,000 years ago.
Jomon period (c. 10,000-c. 300 B.C.E.)
Starting about 13,000 years ago, when the Japanese climate began to warm, beautiful local pottery traditions—characterized by complex impressions made by twisted cords or sticks on the outside of pots before baking—abruptly appeared at various locales. Such ceramics eventually became commonplace throughout the islands. The Jomon people (named for this distinctive "cord-marked" ceramic style) were probably the direct descendants of the people of the previous Paleolithic traditions. They were very successful at hunting, fishing, and gathering, and because of the numerous rivers and rugged coastlines, they were largely sedentary. Shell mounds all over the islands indicate how extensively the ocean and rivers were exploited by Jomon people. The Jomon pottery eventually came to show distinctive regional styles, suggesting the existence of rather well-defined cultural groups and local folk traditions.
Yayoi (c. 300 B.C.E.-c. 300 C.E.)
About two thousand years ago, a distinct break occurred in the archaeological record. In Kyushu, the southernmost main island of Japan, bronze from the Korean peninsula and a newer style of earthenware pottery appeared, and iron smelting was developed. These changes characterize the Yayoi period, named after the district in modern Tokyo where certain artifacts were first discovered. The Yayoi period also saw the beginning of Japanese-style intensive irrigated wet-rice cultivation, which became the main means of subsistence for almost everyone on the islands. This agrarian rice-based economy—with basically the same kind of farming practices—would persist until Japan's westernization in the late nineteenth century.
However, controversy surrounds the origins of this culture. The Yayoi people may have come from overseas and replaced the earlier Jomon people (as evidenced by the presence of many new technologies from abroad). For many years, Japanese archaeologists have assumed this to be true, with the implication being that the Jomon people are the ancestors of modern Ainu, and modern Japanese are the descendants of those who migrated from the Asian mainland during the Yayoi and Kofun periods. However, a majority of archaeologists feel that the record probably indicates a gradual but direct continuity from Jomon people to early, but historically identifiable, Japanese, with any migration from the mainland blending in with the local cultures. In either case, by the end of the Yayoi period, certain institutional structures were in place—a division of labor, the accumulation of prestige and luxury goods by particular individuals, and the rise of complex political organizations—which created a more stratified society, allowing for the development of a full-fledged Japanese state in the Kofun period.
https://www.ebsco.com/research-starters/history/japan-ancient-world
Na organização das práticas pedagógicas da Educação Infantil, a Base Nacional Comum Curricular (BNCC) orienta que o planejamento esteja articulado aos direitos de aprendizagem e aos campos de experiências.
Considerando essa perspectiva, assinale a alternativa correta.
Analise as seguintes asserções e a relação proposta entre elas:
I. O movimento e a corporeidade constituem dimensões fundamentais para o desenvolvimento integral da criança na Educação Infantil, sendo reconhecidos pela BNCC como campo estruturante de experiências denominado “Corpo, gestos e movimentos”.
PORQUE
II. Práticas pedagógicas que consideram o corpo como eixo estruturante das aprendizagens, como circuitos motores, dança e brincadeiras simbólicas, permitem à criança estabelecer relações mais profundas com os conteúdos e com o ambiente.
A respeito dessas asserções, assinale a alternativa correta.
Sobre o currículo oculto, analise as assertivas abaixo:
I. É a dimensão mensurável do currículo, que reforça o aprendizado cognitivo e sociocultural.
II. É o conjunto de aprendizagens ou efeitos de aprendizagens que se dão como resultados de certos elementos, relações e experiências presentes no ambiente escolar.
III. É o conhecimento adquirido dentro e fora da escola, com amigos, na mídia, na literatura e nas brincadeiras.
Quais estão corretas?
Segundo Bauer e Galian (2026), o clima escolar é um dos fatores centrais que medeiam as relações entre as condições de funcionamento da instituição e os resultados de aprendizagem. De acordo com as autoras, um bom clima escolar é marcado pelas seguintes características:
I. Coerência curricular e didática, com objetivos de aprendizagem claros e compartilhados.
II. Gestão participativa, capaz de articular professores e equipe pedagógica em torno de objetivos comuns.
III. Colaboração docente, refletida em trabalho disciplinar e uniforme, alicerçado em recursos materiais abundantes.
Quais estão corretas?