Questões de Concurso Sobre pedagogia
Foram encontradas 146.031 questões
Q4152274
Pedagogia
Suponha que a personagem da tirinha a seguir seja uma estudante do 4º ano do Ensino Fundamental de
uma escola pública brasileira.
Disponível em: https://web.facebook.com/tirinhasinteligentess/posts/. Acesso em: 3 jun. 2024.
Considerando o contexto escolar dessa estudante, assinale a opção correta, a respeito do texto produzido por ela.
Disponível em: https://web.facebook.com/tirinhasinteligentess/posts/. Acesso em: 3 jun. 2024.
Considerando o contexto escolar dessa estudante, assinale a opção correta, a respeito do texto produzido por ela.
Q4152272
Pedagogia
No mundo impulsionado pela tecnologia de hoje, é preciso expandir o conceito de letramento para que ele
abranja também a capacidade de interpretar e de se comunicar de forma eficaz e absorver e produzir informações
por meio de variados modos de representação. Para isso, o professor deve promover na escola a passagem
do letramento ao multiletramento que reconhece a existência de múltiplas maneiras de abordar informações.
ROJO, R. H. R. Multiletramentos na escola. São Paulo: Parábola, 2012 (adaptado).
Nesse contexto, ao preparar uma atividade para o desenvolvimento do letramento digital em uma turma de Educação de Jovens e Adultos (EJA), o professor deve considerar que
ROJO, R. H. R. Multiletramentos na escola. São Paulo: Parábola, 2012 (adaptado).
Nesse contexto, ao preparar uma atividade para o desenvolvimento do letramento digital em uma turma de Educação de Jovens e Adultos (EJA), o professor deve considerar que
Q4151687
Pedagogia
When planning a reading test for her 9th grade class, a teacher inserted sentences in the text that did not initially belong there, but discussed the same topic. She then asked students to locate these sentences.
In this case, what reading strategy is this test assessing?
Q4151685
Pedagogia
Scenario I: In an Elementary School, we observed a dialogue between the teacher (T) and his students (Ss):
T: Hello, class!
Ss: Hi, teacher.
T: Today, I am going to introduce a new verb tense to you: the simple past. The simple past tense is used to describe actions or events that happened in the past. For example, If I say, “I walked to school yesterday,” what tense am I using?
(The teacher writes the sentences on the blackboard)
Ss: It is easy. It is simple past.
T: Ok, very good. What happened to the verb in the sentence?
Ss: You added “-ed.”
(The teacher underlines “-ed” in a different color)
T: Great. So, to change from the present tense to the past tense, with regular verbs, we simply add “-ed” to the verb. If the verb ends in “-y” preceded by a consonant, we drop the “-e” and add “-ied”, ok? Now let’s practice. Change the verbs below from present to past tense.
Scenario II: An English teacher (T) introduces the simple past tense to a group of 7th-grade students (Ss, S1, S2).
T: Hello, class!
Ss: Hello, teacher.
T: What day is today?
Ss: It is Monday.
T: Excellent. So, can you tell me what you did yesterday?
S1: I watch a movie on TV.
T: You watched a movie on TV, how nice.
S2: I played soccer with my friends.
T: Great. Now let’s practice. Sit in pairs and talk to your friend about things you did last week.
(The teacher observes their performances and assists them when required).
We can state about scenario I and scenario II, respectively, that
T: Hello, class!
Ss: Hi, teacher.
T: Today, I am going to introduce a new verb tense to you: the simple past. The simple past tense is used to describe actions or events that happened in the past. For example, If I say, “I walked to school yesterday,” what tense am I using?
(The teacher writes the sentences on the blackboard)
Ss: It is easy. It is simple past.
T: Ok, very good. What happened to the verb in the sentence?
Ss: You added “-ed.”
(The teacher underlines “-ed” in a different color)
T: Great. So, to change from the present tense to the past tense, with regular verbs, we simply add “-ed” to the verb. If the verb ends in “-y” preceded by a consonant, we drop the “-e” and add “-ied”, ok? Now let’s practice. Change the verbs below from present to past tense.
Scenario II: An English teacher (T) introduces the simple past tense to a group of 7th-grade students (Ss, S1, S2).
T: Hello, class!
Ss: Hello, teacher.
T: What day is today?
Ss: It is Monday.
T: Excellent. So, can you tell me what you did yesterday?
S1: I watch a movie on TV.
T: You watched a movie on TV, how nice.
S2: I played soccer with my friends.
T: Great. Now let’s practice. Sit in pairs and talk to your friend about things you did last week.
(The teacher observes their performances and assists them when required).
We can state about scenario I and scenario II, respectively, that
Q4151684
Pedagogia
Active teaching methodologies place the student at the center of the learning process, encourage autonomy
and motivation, and ensure constant interaction between classmates and the teacher. In this way, students’
experiences, knowledge and opinions are valued as a starting point for learning, thus contributing to the
development of a critical and constructive attitude.
MACHADO, L. de P.; SILVA, A. S.; COSTA, R. F. da; FARIA, I. G. Metodologias ativas aplicadas em dois cursos técnicos pelos docentes no IFTO, Câmpus Palmas. Educação: Teoria e Prática, [S. l.], v. 32, n. 65, 2022 (adapted).
In light of the previous information, one activity that aligns with the assumptions of active methodologies is the use of
MACHADO, L. de P.; SILVA, A. S.; COSTA, R. F. da; FARIA, I. G. Metodologias ativas aplicadas em dois cursos técnicos pelos docentes no IFTO, Câmpus Palmas. Educação: Teoria e Prática, [S. l.], v. 32, n. 65, 2022 (adapted).
In light of the previous information, one activity that aligns with the assumptions of active methodologies is the use of
Q4151683
Pedagogia
TEXT 1
During the English class, the teacher presented the cartoon below to explain the grammar topic Present Perfect Tense. First, to explore the visual information brought by the cartoon, the teacher asked students if they frequently use online dictionaries. After that, the teacher explored the grammatical properties of the structure has been laid off presented in the cartoon and the unfamiliar vocabulary. At the end of class, some practice using fill-in-the-blank activities was proposed, as an opportunity to develop the students’ writing skills. Her initial goal was to promote critical thinking, reflect on the technology’s impacts on society and develop the students’ reading and writing skills.
TEXT 2
Available at: https://larrycuban.wordpress.com/. Accessed on: April 17, 2024.
Considering the teacher’s initial goal and what she actually did, it is possible to conclude that
During the English class, the teacher presented the cartoon below to explain the grammar topic Present Perfect Tense. First, to explore the visual information brought by the cartoon, the teacher asked students if they frequently use online dictionaries. After that, the teacher explored the grammatical properties of the structure has been laid off presented in the cartoon and the unfamiliar vocabulary. At the end of class, some practice using fill-in-the-blank activities was proposed, as an opportunity to develop the students’ writing skills. Her initial goal was to promote critical thinking, reflect on the technology’s impacts on society and develop the students’ reading and writing skills.
TEXT 2
Available at: https://larrycuban.wordpress.com/. Accessed on: April 17, 2024.
Considering the teacher’s initial goal and what she actually did, it is possible to conclude that
Q4151682
Pedagogia
TEXT 1
An English teacher analyzes the written work of her class of basic level students and notices that some errors are recurrent, related to orthographic and/or phonological similarities to the mother tongue (L1), such as: (1) the transit in São Paulo is bad; (2) when she was a child, she studied at a public college; (3) I want to study a stranger language. The challenge for the teacher is to find strategies to facilitate the understanding and correction of these errors in order to help her students develop greater autonomy and awareness of them, as well as to promote more effective learning.
TEXT 2
Errors, once considered obstacles in behaviorist theory, are now recognized as an essential part of learning. This requires a pedagogical approach that values them as teaching tools and encourages students to learn from them and become autonomous in their correction and learning. If we want our students to become good fishermen, we need to use a correction method that teaches them how to fish without giving them the fish.
FIGUEIREDO, F. J. Q. Aprendendo com os erros – uma perspectiva comunicativa do ensino de línguas. 4ª edição: São Paulo: Parábola, 2023 (adapted).
In view of the information provided, the teacher should
An English teacher analyzes the written work of her class of basic level students and notices that some errors are recurrent, related to orthographic and/or phonological similarities to the mother tongue (L1), such as: (1) the transit in São Paulo is bad; (2) when she was a child, she studied at a public college; (3) I want to study a stranger language. The challenge for the teacher is to find strategies to facilitate the understanding and correction of these errors in order to help her students develop greater autonomy and awareness of them, as well as to promote more effective learning.
TEXT 2
Errors, once considered obstacles in behaviorist theory, are now recognized as an essential part of learning. This requires a pedagogical approach that values them as teaching tools and encourages students to learn from them and become autonomous in their correction and learning. If we want our students to become good fishermen, we need to use a correction method that teaches them how to fish without giving them the fish.
FIGUEIREDO, F. J. Q. Aprendendo com os erros – uma perspectiva comunicativa do ensino de línguas. 4ª edição: São Paulo: Parábola, 2023 (adapted).
In view of the information provided, the teacher should
Q4151679
Pedagogia
Transmedia skills is defined as a series of competences related to digital interactive media production,
sharing and consumption. These skills and informal learning strategies based on the media activities that
young people (12-18 years old) carried out include problem-solving activities in an informal environment
(for example, in video games); as well as the production, sharing and consumption of narrative content
in social media and other digital platforms and transmedia pedagogy. Given the exponential growth of
videos created for personal and professional purposes, student-generated videos for L2 learning are
ideal tools to enhance language and digital skills and provide more authentic and engaging learning
experiences.
HERRERO, C. Integrating Screen Media into the Language Curriculum. In: HERRERO, C.; SUAREZ, M. F. Teaching Languages with Screen Media: pedagogical reflections. London: Bloomsbury Academy, 2023 (adapted).
Taking into consideration the importance of helping students develop transmedia skills, what would be an appropriate activity to be assigned by a High School teacher?
HERRERO, C. Integrating Screen Media into the Language Curriculum. In: HERRERO, C.; SUAREZ, M. F. Teaching Languages with Screen Media: pedagogical reflections. London: Bloomsbury Academy, 2023 (adapted).
Taking into consideration the importance of helping students develop transmedia skills, what would be an appropriate activity to be assigned by a High School teacher?
Q4151677
Pedagogia
Starting point is a pre-reading activity that provides a specific sociocultural context. In our contemporary scenario, the focus of this cultural teaching view is to raise global cultural consciousness.
Considering this, how does this High School textbook activity promote a multicultural approach?
Q4151676
Pedagogia
Corrective feedback is any reaction by the teacher to demonstrate incorrect usage of language. There are
six types of feedback corrections:
• explicit correction, which refers to the explicit provision of the correct form; • recast, which involves the teacher’s reformulation of all or part of a student’s utterance, minus the error;
• clarification requests, which indicate to students either that their utterance has been misunderstood by the teacher or that the utterance is ill-formed in some way;
• metalinguistic feedback, which contains either comments, information or questions related to the well-formedness of the student’s utterance;
• elicitation, where the teacher prompts the students to correct themselves by asking questions or pausing to allow them to complete the teacher’s utterance correctly;
• repetition, where the teacher repeats the student’s error, often with a change in intonation to highlight the mistake.
In an Elementary English class, the teacher asks the students to introduce themselves. The first student stands up and says, “Hi, my name is Carlos. I from Venezuela. I have 12 years old.” The teacher didn’t want to demotivate the students by pointing out the errors because he believes making errors is part of the learning process. So, he used a type of corrective feedback by saying, “I am from Venezuela. I am 12 years old.”
Considering this scenario, to correct the student’s utterance in Text 2, the teacher used a type of corrective feedback known as
• explicit correction, which refers to the explicit provision of the correct form; • recast, which involves the teacher’s reformulation of all or part of a student’s utterance, minus the error;
• clarification requests, which indicate to students either that their utterance has been misunderstood by the teacher or that the utterance is ill-formed in some way;
• metalinguistic feedback, which contains either comments, information or questions related to the well-formedness of the student’s utterance;
• elicitation, where the teacher prompts the students to correct themselves by asking questions or pausing to allow them to complete the teacher’s utterance correctly;
• repetition, where the teacher repeats the student’s error, often with a change in intonation to highlight the mistake.
LYSTER, R.; RANTA, L. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, n. 19, p. 37-66, 1997 (adapted).
In an Elementary English class, the teacher asks the students to introduce themselves. The first student stands up and says, “Hi, my name is Carlos. I from Venezuela. I have 12 years old.” The teacher didn’t want to demotivate the students by pointing out the errors because he believes making errors is part of the learning process. So, he used a type of corrective feedback by saying, “I am from Venezuela. I am 12 years old.”
Considering this scenario, to correct the student’s utterance in Text 2, the teacher used a type of corrective feedback known as
Q4151674
Pedagogia
A teacher has decided to focus on improving his students’ speaking skills through group discussions.
The teacher believes that language learning is best achieved when students actively use the language in
meaningful contexts. Therefore, he organizes activities that encourage interaction and communication
among students and provides them with real-life scenarios to discuss and work on together, promoting
the use of authentic language.
Which theoretical approach to language learning underlies this teacher’s decisions?
Which theoretical approach to language learning underlies this teacher’s decisions?
Q4151673
Pedagogia
October in Brazil. An English teacher and her students decide to celebrate Halloween at the end of the
month. The kids were very excited because it was their first cultural experience at Middle School. They
started talking frenetically, all at the same time. Despite being very pleased with that situation, the teacher
decided to interrupt the discussion in order to organize the class celebration.
Considering this scenario and adopting a cultural approach, what would be the teacher’s first step?
Considering this scenario and adopting a cultural approach, what would be the teacher’s first step?
Q4151671
Pedagogia
Available at: https://learningtogether2012.wordpress.com/. Accessed on: May 28, 2024.
Both Shakespeare and Jane Austen died centuries ago and their themes and characters are still contemporary. In order to find out how recurrent their themes are, select the alternative that presents the appropriate type of research.
Q4151669
Pedagogia
TEXT 1
The new High School English teacher has heard her colleagues use the following adjectives to characterize her students: noisy, challenging and disinterested. However, she knows that adolescence is a developmental stage influenced by biological, cognitive and affective factors and that necessary pedagogical adjustments are needed to meet the unique demands of this time. In any case, this reality poses a challenge for her, as she has the task of developing reading and writing skills in English. To meet these requirements, the teacher wishes to seek alternative assessment methods that encourage students to read and produce collaborative, critically reflective texts from which they can construct ideas and develop their argumentative and creative skills. She recognizes that her role should be that of a facilitator in the writing process.
TEXT 2
Due to the qualitative leap in intelligence during the adolescent stage of development, a more mechanical and traditional approach to teaching, learning and assessment that focuses solely on performance by the teacher and learning by the student, without encouraging genuine interaction between them, is more likely to lead to fatigue, discouragement and lack of engagement with the new language being learned. It also becomes clear that teaching based on an exclusionary methodology, ignoring the feelings and needs of these students and increasing their distance from the teacher, does not reach the world of adolescents. However, if they are guided by a meaningful approach to learning, encouraged to actively participate in the classroom and in decision-making processes, and feel that their thoughts and opinions are valued, the process of language learning, teaching and assessment can take a different direction that makes sense to them.
ROCHA, C. H.; BASSO, E. A. Ensinar e aprender língua estrangeira nas diferentes idades – reflexões para professores e formadores. São Carlos: Editora Claraluz, 2008 (adapted).
Based on the information presented, an assessment strategy that is consistent with the teacher’s aims and the characteristics of the developmental stage in question involves
The new High School English teacher has heard her colleagues use the following adjectives to characterize her students: noisy, challenging and disinterested. However, she knows that adolescence is a developmental stage influenced by biological, cognitive and affective factors and that necessary pedagogical adjustments are needed to meet the unique demands of this time. In any case, this reality poses a challenge for her, as she has the task of developing reading and writing skills in English. To meet these requirements, the teacher wishes to seek alternative assessment methods that encourage students to read and produce collaborative, critically reflective texts from which they can construct ideas and develop their argumentative and creative skills. She recognizes that her role should be that of a facilitator in the writing process.
TEXT 2
Due to the qualitative leap in intelligence during the adolescent stage of development, a more mechanical and traditional approach to teaching, learning and assessment that focuses solely on performance by the teacher and learning by the student, without encouraging genuine interaction between them, is more likely to lead to fatigue, discouragement and lack of engagement with the new language being learned. It also becomes clear that teaching based on an exclusionary methodology, ignoring the feelings and needs of these students and increasing their distance from the teacher, does not reach the world of adolescents. However, if they are guided by a meaningful approach to learning, encouraged to actively participate in the classroom and in decision-making processes, and feel that their thoughts and opinions are valued, the process of language learning, teaching and assessment can take a different direction that makes sense to them.
ROCHA, C. H.; BASSO, E. A. Ensinar e aprender língua estrangeira nas diferentes idades – reflexões para professores e formadores. São Carlos: Editora Claraluz, 2008 (adapted).
Based on the information presented, an assessment strategy that is consistent with the teacher’s aims and the characteristics of the developmental stage in question involves
Q4151668
Pedagogia
Considering the emerging need to reflect on how teenagers deal with their emotions, a 9th-grade English
teacher played the preview of the animation InsideOut, showing how emotions interact in the human
brain, and then, presented the following excerpt from the novel Things Fall Apart:
“Okonkwo never showed any emotion openly, unless it be the emotion of anger. To show affection was a sign of weakness; the only thing worth demonstrating was strength”.
ACHEBE, C. Things fall apart. London: Penguin Classics, 2006.
After that, the teacher provided information about Nigeria during the period the novel was set, pointing out the consequences of colonialism on indigenous culture. The students had a moment to analyze the excerpt critically, consider the plot, and establish connections with the animation preview. At the end of the class, the teacher proposed a digital storytelling project, so students could use multimedia elements to quote the novel.
By incorporating the animation preview and the excerpt from Things Fall Apart to talk about emotions, the teacher
“Okonkwo never showed any emotion openly, unless it be the emotion of anger. To show affection was a sign of weakness; the only thing worth demonstrating was strength”.
ACHEBE, C. Things fall apart. London: Penguin Classics, 2006.
After that, the teacher provided information about Nigeria during the period the novel was set, pointing out the consequences of colonialism on indigenous culture. The students had a moment to analyze the excerpt critically, consider the plot, and establish connections with the animation preview. At the end of the class, the teacher proposed a digital storytelling project, so students could use multimedia elements to quote the novel.
By incorporating the animation preview and the excerpt from Things Fall Apart to talk about emotions, the teacher
Q4151667
Pedagogia
Any student, regardless of their varied skills, experiences, or identities, should have access to fair and
equitable educational opportunities, according to the inclusive education movement (UNESCO, 2019). The
ideas of inclusive education are expanded to the field of language acquisition within the context of English
Language Teaching (ELT). It places a focus on creating a welcoming environment for language instruction
where all students may actively participate and realize their full potential.
ANIS, M., KHAN, R. Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration. Universal Journal of Educational Research. (online), v.2, n.3, p. 2.960-3.722, jun./sept. 2023 (adapted).
Taking into consideration what UNESCO suggests about inclusive ELT, choose the alternative that brings an adequate source of intrinsic motivation to be observed by teachers when planning a lesson that is based on students’ learning styles, aiming at promoting students’ inclusion.
ANIS, M., KHAN, R. Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration. Universal Journal of Educational Research. (online), v.2, n.3, p. 2.960-3.722, jun./sept. 2023 (adapted).
Taking into consideration what UNESCO suggests about inclusive ELT, choose the alternative that brings an adequate source of intrinsic motivation to be observed by teachers when planning a lesson that is based on students’ learning styles, aiming at promoting students’ inclusion.
Q4151666
Pedagogia
Lesson plan
Objectives: To help students understand and apply pragmatic aspects of the English language in various contexts by using role-play and real-life scenarios.
Duration: 90 minutes.
Materials: Whiteboard and markers; printed role-play scenario cards; audio recordings of dialogues (optional); handouts with discussion prompts and reflection questions.
Assessment: Participation in role-play activities and class discussion.
Introduction (10 minutes): Explain that pragmatics involves understanding the context in which language is used and how meaning is constructed in different situations.
Warm-up activity (10 minutes):
Role-play activity (40 minutes):
Class discussion (15 minutes):
Audio analysis (optional) (10 minutes):
Reflection and homework (5 minutes):
The teacher has started planning the lesson. Taking into consideration this teacher’s lesson plan for a High School context, choose the alternative that fits the warm-up activity.
Objectives: To help students understand and apply pragmatic aspects of the English language in various contexts by using role-play and real-life scenarios.
Duration: 90 minutes.
Materials: Whiteboard and markers; printed role-play scenario cards; audio recordings of dialogues (optional); handouts with discussion prompts and reflection questions.
Assessment: Participation in role-play activities and class discussion.
Introduction (10 minutes): Explain that pragmatics involves understanding the context in which language is used and how meaning is constructed in different situations.
Warm-up activity (10 minutes):
Role-play activity (40 minutes):
Class discussion (15 minutes):
Audio analysis (optional) (10 minutes):
Reflection and homework (5 minutes):
The teacher has started planning the lesson. Taking into consideration this teacher’s lesson plan for a High School context, choose the alternative that fits the warm-up activity.
Q4151662
Pedagogia
In a High School class, a group of students from different cultural backgrounds is learning English as an
additional language. Among these students are Black English speakers, a dialect with its own grammar and
vocabulary. The teacher recognizes the importance of working with linguistic diversity to promote inclusive
language learning. As part of a collaborative interdisciplinary project, students were asked to work in pairs
to do research about African Literature and texts with Black English expressions and idioms. After this,
they would present their findings and discuss their impressions.
GARCÍA, O., FLORES, N., E WOODLEY, H. Transgressing monolingualism and bilingual dualities: education. Bern: Peter Lang, 2012 (adapted).
Based on the approach presented in the case study, we can state that
GARCÍA, O., FLORES, N., E WOODLEY, H. Transgressing monolingualism and bilingual dualities: education. Bern: Peter Lang, 2012 (adapted).
Based on the approach presented in the case study, we can state that
Q4151659
Pedagogia
In the post-colonial era, economic and political forces underlie discourse. [...] Individuals who spoke or
thought outside the dominant discourse were ignored. [...] On the other hand, the so-called ethnic and
cultural “minorities” exercise another type of power, discursive resistance, by taking over the language of
the dominant to question and talk about their problems.
PAULA, M. A. R. de; FERREIRA, G. D.; FELDMAN, A. K. T. Diversity and multiculturalism through English-language literature. In: PARANÁ, The challenges of public schools in Paraná from the perspective of the PDE teacher. Articles. v. 1, 2016.
Aligning with the ideas presented in the text, using non-canonical texts in English classes in Basic Education
PAULA, M. A. R. de; FERREIRA, G. D.; FELDMAN, A. K. T. Diversity and multiculturalism through English-language literature. In: PARANÁ, The challenges of public schools in Paraná from the perspective of the PDE teacher. Articles. v. 1, 2016.
Aligning with the ideas presented in the text, using non-canonical texts in English classes in Basic Education
Q4151658
Pedagogia
Assessment is not only central to the teaching and learning processes; it is, above all, the integrating element
between the two processes and, as such, should support them from the beginning and, therefore, should
not be treated as an independent final stage. Thinking about assessment from the start is fundamental to
define not only the end point or the aims to be achieved, but, above all, the starting point.
SCARAMUCCI, M. V. R. Avaliação: mecanismo propulsor de mudanças no ensino/aprendizagem de língua estrangeira. Revista Contexturas. São Paulo, APLIESP, p. 75- 81, 1999 (adapted).
What type of assessment aligns with the text?
SCARAMUCCI, M. V. R. Avaliação: mecanismo propulsor de mudanças no ensino/aprendizagem de língua estrangeira. Revista Contexturas. São Paulo, APLIESP, p. 75- 81, 1999 (adapted).
What type of assessment aligns with the text?
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