Questões de Concurso
Sobre legislação da educação em pedagogia
Foram encontradas 40.891 questões
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A LDB promove a gestão democrática do ensino público,
assegurando que as comunidades escolar e local
participem ativamente na formulação de políticas
educacionais através de conselhos escolares ou
equivalentes.
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A LDB permite que o Ensino Fundamental seja totalmente
conduzido em ambiente online, sem a necessidade de
qualquer componente presencial, como forma de
adaptar-se às novas tecnologias.
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A Lei de Diretrizes e Bases da Educação Nacional (LDB)
estabelece que o ensino de Educação Física é opcional
para os alunos, permitindo que as escolas decidam se
oferecem ou não essa disciplina.
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Conforme a LDB, o ensino deve ser ministrado,
respeitando princípios como igualdade de condições para
o acesso e permanência na escola, garantindo assim um
ambiente educacional inclusivo e justo para todos.
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Segundo a LDB, o Ensino Fundamental é obrigatório e
deve ser gratuito para todos, incluindo aqueles que não
tiveram acesso na idade própria, garantindo assim a
universalização deste nível de ensino.
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Segundo a LDB, a educação deve ser baseada no respeito
à liberdade de aprender e ensinar, assegurando que
professores e alunos possam expressar e explorar
livremente o conhecimento e a cultura.
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As Diretrizes Curriculares Nacionais de 1998
desempenharam um papel importante na reforma
educacional, mas não estabeleceram as áreas do
conhecimento da Base Nacional Comum Curricular
(BNCC).
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De acordo com a Lei de Diretrizes e Bases da Educação
Nacional (LDB), a Educação Básica é obrigatória dos 4
aos 16 anos de idade, abrangendo a Educação Infantil, o
Ensino Fundamental e o Ensino Médio.
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The Oral Language axis, according to the BNCC, does not
consider the individual characteristics of speakers, such
as their pronunciation and intonation, when exploring oral
language practices.
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Reading practices in the English language, according to
the BNCC, prioritize only the overall comprehension of the
text, neglecting the search for specific information.
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The direct or cooperative implementation of school
performance evaluation, which is done every two years,
can be carried out by the Union, and also the States, the
Federal District, and Municipalities as long as there is an
agreed cooperation between the institution and is also
according to the current national education system.
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According to Law N. 13,146/2015, disability does not
affect a person's legal capacity, including the right to
decide on the number of children and to have access to
adequate information on reproduction and family
planning.
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The English Language curriculum component, according
to the BNCC, has criteria for organizing skills that can be
flexibilized according to the specific needs and contexts
of each school.
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According to Law N. 13,146/2015, it is the duty of the
State, society, and family to ensure, with priority, the
realization of rights related to food, housing, social
security, culture, tourism, leisure, among others, for
people with disabilities.
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According to Article 10 of the law n° 13.005/14, the
education systems of the Union, the States, the Federal
District, and the Municipalities must formulate their
budget plans in order to ensure financial allocations
compatible with the guidelines, goals, and strategies
established in the National Education Plan (PNE).
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Resolution CNE/CEB (National Council of
Education/Basic Education Council) N. 02/2001
establishes that special education provides support and
specialized services to students with various special
educational needs, including but not limited to deaf
students, students with visual impairment, neuromotor
physical disability, intellectual disability, typical behaviors
of syndromes and neurological, psychiatric, psychological
conditions, and students with high abilities/giftedness.
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The school integration of students with special
educational needs implies only including them in regular
classes without the need for adaptations in the school
curriculum or pedagogical project of the institution.
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According to Resolution CNE-CEB (National Council of
Education/Basic Education Council) N. 07/2010,
Elementary School is a subjective public right of each
individual and a duty of the State and the family in its
provision for all.
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The strategies outlined in the Annex of the Law n°
13.005/14; do not prevent the eventual implementation of
complementary measures at the local level, which
indicates flexibility in the execution of the national
education plan.
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As provided for in Article 8 of Law N. 13,005/2014, the
federated entities must include in their education plans
strategies that exclusively ensure the articulation of
educational policies with other social policies, having
sensitivity to cultural aspects.
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