In a public-school English class, pairs of students receive different versions of a weekly activity schedule. Each student has information missing from the other student's sheet. Without seeing each other's papers, they must ask and answer questions in English to complete the schedules. The activity is consistent with a communicative approach because it: 

Throughout a school term, an English teacher collects reading responses, short written texts, recordings of oral tasks, listening activities and notes on students' progress. The evidence is used to revise teaching decisions and provide feedback. Mark T for true and F for false.
(__)Using different sources of evidence can provide information about the development of different language skills.
(__)Assessment criteria should be related to the learning objectives and the characteristics of the task being assessed.
(__)Frequent classroom participation can be used as an equivalent measure of oral proficiency because both require students to speak during lessons.
(__)Records collected over time can help the teacher identify progress, persistent difficulties and needs for instructional adjustment.
After analyzing the statements, choose the alternative that presents the correct sequence from top to bottom.

A public-school teacher wants students to create short digital guides in English introducing cultural and recreational spaces in their municipality. Students work collaboratively, write and revise descriptions, record short audio segments and combine text, images and sound in the final publication. Which planning decision best supports the pedagogical use of digital technology in this activity? 

Uma professora propõe um projeto de criação visual no qual os estudantes realizam pesquisas, experimentam materiais, produzem esboços, discutem referências e reformulam suas produções. Para avaliar o trabalho, ela pretende considerar tanto os resultados quanto o percurso desenvolvido. Nesse contexto, o procedimento avaliativo adequado consiste em: 

O uso de Tecnologias Digitais de Informação e Comunicação (TDIC) tem ampliado as possibilidades de ensino e aprendizagem em Química, permitindo a utilização de simuladores, laboratórios virtuais, softwares de modelagem molecular e ambientes virtuais de aprendizagem. Considerando os princípios que orientam o uso pedagógico dessas tecnologias, é correto afirmar que as tecnologias digitais favorecem a aprendizagem quando 

A Educação Profissional e Tecnológica (EPT) busca articular a formação geral e a formação técnica, compreendendo o trabalho como princípio educativo e promovendo a integração entre diferentes áreas do conhecimento. Com base nos princípios que orientam a organização curricular da Educação Profissional e Tecnológica, assinale a alternativa correta. 

Acervos digitalizados, plataformas educacionais e mídias sociais ampliaram a circulação de conteúdos históricos e modificaram as condições de pesquisa disponíveis aos estudantes.

Nesse ambiente, o acesso à informação precisa ser acompanhado por competências que permitam compreender como conteúdos são produzidos e difundidos.

Considerando essa finalidade, qual alternativa relaciona corretamente tecnologias digitais e aprendizagem histórica?

A renovação do ensino de História envolve propostas que relacionam diferentes campos do conhecimento e incorporam documentos de naturezas variadas às situações de aprendizagem.

A aproximação entre áreas curriculares não elimina os procedimentos empregados para transformar documentos em evidências historicamente interpretáveis.

Com base nessa concepção, examine as afirmações seguintes.

I.A transversalidade permite relacionar questões sociais aos conteúdos históricos mediante abordagens desenvolvidas entre diferentes componentes curriculares.

II.A interdisciplinaridade pode aproximar campos distintos preservando procedimentos de análise associados às especificidades dos conhecimentos mobilizados.

III.A articulação interdisciplinar transfere a validação documental para a área responsável pela linguagem predominante na fonte analisada.

IV.O trabalho com fontes pressupõe problematização, contextualização e interpretação para que documentos sejam mobilizados na construção do conhecimento histórico.

V.A transversalidade reorganiza a aprendizagem histórica em torno dos temas selecionados, atribuindo função subsidiária à análise das temporalidades.

Está correto o que se afirma em: 

As metodologias participativas ocupam lugar central no trabalho socioeducativo, comunitário e no âmbito das políticas públicas, ao romper com a lógica da transmissão vertical de conteúdos e com a passividade dos sujeitos. Fundamentadas em referências como Paulo Freire, na Investigação-Ação Participante de Orlando Fals Borda e no Diagnóstico Rápido Participativo (DRP), essas metodologias mobilizam técnicas como rodas de conversa, mapas falantes, oficinas temáticas, teatro do oprimido, linha do tempo e árvore de problemas.

Assinale a alternativa correta sobre o desenvolvi mento e a aplicação de metodologias participativas.

O ciclo de gestão de um projeto socioeducativo compreende etapas articuladas que asseguram coerência entre o diagnóstico da realidade, os objetivos pactuados com os sujeitos participantes, a execução das ações e a avaliação de seus resultados e impactos.

Assinale a alternativa correta sobre o planejamento, a execução, o acompanhamento e a avaliação de projetos socioeducativos.

A Pedagogia Social fundamenta a Educação Social e, no Brasil, orienta práticas educativas desenvolvidas em espaços não escolares, como serviços do SUAS, medidas socioeducativas e projetos de convivência.

Assinale a alternativa correta sobre seus princípios, objetivos e metodologias.

A teaching methodology centered on active learning encourages students to construct knowledge through critical inquiry, collaboration, and real-world problemsolving, moving away from passive transmission of grammar rules or vocabulary lists. Considering active learning principles within English Language Teaching (ELT), choose the alternative that illustrates an effective pedagogical practice based on Problem-Based Learning. 

Read the following pedagogical scenario describing a high school English language project.
A language teacher decided to implement ProjectBased Learning to explore environmental issues. Together, the teacher and the students formulated a compelling driving question: "How can our neighborhood reduce plastic waste?" For three weeks, students investigated local waste data, interviewed community members, and systematically reflected on their own learning through weekly journals. They received peer feedback and used it to refine their work throughout the project. In the end, the students compiled their findings into written reports, which were graded by the teacher and archived in the classroom cabinet. 

An analysis of this scenario reveals that, despite the collective efforts, the project was structurally incomplete because it lacked one essential element of Gold Standard Project-Based Learning. Which core element of Project-Based Learning was missing from this practice? 

Read the statements about Project-Based Learning (PBL) and mark T (True) or F (False).

( ) PBL organizes learning around meaningful questions or problems that engage students with the key concepts of a subject.
( ) In PBL, projects should follow a fixed plan from beginning to end, avoiding changes during the learning process.
( ) PBL culminates in the development of products or solutions that address the driving question or challenge.
( ) PBL encourages the use of technology, project management, and self-management skills throughout the learning process.
( ) In PBL, assessment focuses mainly on the final product, while the learning process plays a secondary role. 

Choose the alternative that presents the correct sequence from top to bottom.

From a critical perspective on educational technology and digital literacy in language education, Large Language Models (LLMs) are often promoted under the premise of "personalized learning." However, their implementation within the classroom carries significant socio-ideological and pedagogical implications that redefine the role of the language teacher.

Considering the impact of Artificial Intelligence (AI) on language variation, textual standardization, and material curation, the language teacher must act as a 

The integration of digital technologies into contemporary classrooms requires an educational model that goes beyond technical skills. Within this scenario, Media Literacy and the strategic use of DICTs (Digital Information and Communication Technologies) aim to empower students not only as functional users of digital technologies, but as active, critical, and ethical participants in the global information ecosystem.

Considering the learning objectives of media literacy and the pedagogical use of DICTs, it is correct to state that these practices should enable students to

Schools have a social function in contributing to citizenship education, meaning that ready-made methodologies cannot address the complex reality of basic education. Graham Crookes (2013) explains that while there is no single recipe for teaching, specific principles can help teachers develop strategies to promote a critical, democratic, and emancipatory perspective in the additional language classroom.
Associate the key concepts from Critical Pedagogy listed in the first column with their respective descriptions in the second column. 

(1) Context
(2) Negotiated Curriculum
(3) Dialogue
(4) Students’ Reality

( ) The educational practice of bringing elements of the learners’ daily lives and lived experiences into the classroom, ensuring that they find personal meaning and can establish active connections with what they are learning.
( ) The pedagogical understanding of who the learners are, including the specific social backgrounds and environments they are embedded in both inside and outside school, which is fundamental for planning and developing lessons.
( ) The practice of knowledge construction in which speaking and listening are exercised by both teachers and students to understand different perspectives, expand their worldviews, and foster critical reflection through non-hierarchical relations.
( ) The process through which educational content is not established in advance or in isolation from the class, but is instead co-constructed, discussed, and balanced in collaboration with the learners during the educational journey. 

Choose the alternative that presents the correct sequence from top to bottom.

From a sociocultural perspective (Vygotsky, 1978), human cognition is a dynamic phenomenon that originates in social activity and is deeply situated in physical and social contexts. Within this framework, learning an additional language is not viewed as the simple internalization of grammatical rules transmitted from the outside into the learner’s mind. Instead, it is conceived as an interpsychological phenomenon before it can become intrapsychological. In other words, intersubjectivity must necessarily precede intrasubjectivity in the language learning process.

Considering this sociocultural approach to language acquisition, choose the alternative that correctly characterizes how students learn English in the classroom. 

Teaching a foreign language involves providing students with interpretative procedures for meaning-making and distinct world perceptions, regardless of their level of proficiency. Within this framework, the teacher acts as an intercultural mediator, encouraging students to critically reflect on how cultures and identities are socially constructed within unequal power structures.

Considering the concept of intercultural mediation, choose the alternative that presents a pedagogical practice aligned with this critical perspective.  

According to Vygotsky (1987), conceptual development relies on the dialectical integration between scientific concepts (formal school instruction) and everyday concepts (informal social interaction). Therefore, teaching language rules in isolation does not lead to development; instead, formal knowledge must connect to students’ empirical experiences and real-world applications. Analyze the three statements below regarding how language learners develop and integrate scientific and everyday concepts in the classroom.

I - Scientific concepts are not learned through mere words or rote memory; rather, their genuine assimilation by the student depends on their convergence with everyday concepts, which provide real-world meaning to formal structures.
II - Language instruction that isolates scientific concepts from the student’s reality leads to mechanical learning and empty verbalism, producing abstract knowledge that the student is usually unable to apply or connect to real-world situations.
III - Language teaching that relies on everyday concepts allows students to easily transfer their linguistic knowledge to new, unexperienced contexts, as spontaneous learning automatically grants conscious and voluntary control over abstract grammatical rules.

Which statements are aligned with Vygotsky’s view?