Questões Prefeitura de São João do Rio do Peixe - PB 2025 para Professor de Educação Básica II - Língua Inglesa

Q3480021

Q3480021 Noções de Informática

Sobre os diferentes tipos de software e suas características, analise as afirmativas a seguir:

I. O software de sistema é responsável por oferecer os recursos básicos para o funcionamento do computador, incluindo o gerenciamento de hardware, sendo o sistema operacional o seu exemplo mais representativo.
II. Softwares utilitários são considerados parte do software básico, pois também têm a função de controlar diretamente o hardware, de maneira semelhante ao kernel do sistema operacional.
III. Software livre é todo software gratuito, cujo código-fonte é obrigatoriamente fechado para evitar modificações indevidas por parte de usuários não autorizados.
IV. Softwares aplicativos têm como principal objetivo atender necessidades específicas do usuário final, como edição de textos, criação de planilhas e navegação na internet.

Estão CORRETAS

A

Apenas I e IV.

B

Apenas II e III.

C

Apenas I, II e IV.

D

Apenas III e IV.

E

I, II, III e IV.

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Q3480022

Q3480022 Sistemas Operacionais

Sobre os sistemas de arquivos FAT32, NTFS, ext4 e HFS+, analise as afirmativas a seguir:

I. O FAT32 é amplamente utilizado em dispositivos removíveis, mas possui limitação no tamanho máximo de arquivo.
II. O NTFS é o sistema padrão do Windows, suportando recursos avançados como permissões e criptografia.
III. O ext4 é um sistema usado principalmente em macOS.
IV. O HFS+ é o sistema de arquivos utilizado em dispositivos Apple.

Assinale a alternativa CORRETA:

A

Apenas as afirmativas I e II estão corretas.

B

Apenas as afirmativas I, II e IV estão corretas.

C

Apenas as afirmativas II e III estão corretas.

D

Todas as afirmativas estão corretas.

E

Apenas as afirmativas I, III e IV estão corretas.

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Q3480023

Q3480023 Direito Digital

De acordo com o Artigo 6º da Lei nº 13.709/2018 (LGPD), assinale o princípio que determina que o tratamento de dados pessoais deve ser realizado para propósitos legítimos, específicos, explícitos e informados ao titular, sem possibilidade de uso posterior incompatível com esses objetivos:

A

Adequação.

B

Segurança.

C

Necessidade.

D

Transparência.

E

Finalidade.

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Q3480024

Q3480024 Direito Digital

De acordo com o Artigo 9º da Lei nº 13.709/2018 (LGPD), analise as alternativas e assinale a CORRETA:

A

O controlador não é obrigado a informar ao titular sobre o uso compartilhado de dados pessoais, desde que mantenha o sigilo comercial.

B

O consentimento será considerado válido mesmo que as informações tenham sido apresentadas de forma pouco clara, desde que o titular tenha concordado.

C

Caso haja alteração nas finalidades do tratamento de dados não compatível com o consentimento original, o controlador deve informar previamente o titular, que poderá revogar o consentimento.

D

O titular não precisa ser informado com destaque quando o tratamento de dados for condição para o fornecimento de produto ou serviço.

E

O controlador pode recusar o direito de acesso do titular às informações do tratamento quando existirem segredos comerciais e industriais envolvidos.

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Q3480025

Q3480025 Noções de Informática

Sobre redes sociais e computação em nuvem, analise as afirmativas a seguir:

I. Em ambientes de computação em nuvem, o modelo PaaS (Platform as a Service) fornece infraestrutura física, enquanto o gerenciamento de software e dados é responsabilidade exclusiva do usuário, que deve instalar e manter os aplicativos localmente.

II. Redes sociais, além de promoverem interações sociais, podem funcionar como plataformas para análise de Big Data, fornecendo dados valiosos para estratégias de marketing preditivo e segmentação de públicos.

III. A computação em nuvem utiliza tecnologias de virtualização e orquestração para garantir elasticidade e escalabilidade, permitindo que recursos computacionais sejam alocados dinamicamente conforme a demanda do usuário.

IV. Serviços SaaS (Software as a Service) disponibilizam aplicativos que exigem instalação local, mas mantêm dados sincronizados na nuvem para garantir acessibilidade remota e colaboração em tempo real.

Assinale a alternativa CORRETA:

A

Apenas II e III estão corretas.

B

Apenas I e IV estão corretas.

C

Apenas I, II e IV estão corretas.

D

Apenas II, III e IV estão corretas.

E

Todas as afirmativas estão corretas.

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Q3480026

Q3480026 Saúde Pública

Em 2023, a taxa de mortalidade infantil média no município de São João do Rio do Peixe é de:

A

13,1 óbitos por mil nascidos vivos.

B

103 óbitos por mil nascidos vivos.

C

12,5 óbitos por mil nascidos vivos.

D

11,7 óbitos por mil nascidos vivos.

E

13,9 óbitos por mil nascidos vivos.

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Q3480027

Q3480027 Saúde Pública

Sobre a Equipe da Atenção Básica (eAB), atribuída pela Portaria nº 2.436/2017, analise as alternativas e assinale a INCORRETA:

A

Esta modalidade deve atender aos princípios e diretrizes propostas para a AB. A gestão municipal poderá compor equipes de Atenção Básica (eAB) de acordo com características e necessidades do município. Como modelo prioritário é a ESF, as equipes de Atenção Básica (eAB) podem posteriormente se organizar tal qual o modelo prioritário.

B

Em áreas de grande dispersão territorial, áreas de risco e vulnerabilidade social, recomenda-se a cobertura de 100% da população com número máximo de 750 pessoas por ACS.

C

As equipes deverão ser compostas minimamente por médicos preferencialmente da especialidade medicina de família e comunidade, enfermeiro preferencialmente especialista em saúde da família, auxiliares de enfermagem e ou técnicos de enfermagem. Poderão agregar outros profissionais como dentistas, auxiliares de saúde bucal e ou técnicos de saúde bucal, agentes comunitários de saúde e agentes de combate à endemias.

D

A composição da carga horária mínima por categoria profissional deverá ser de 10 (dez) horas, com no máximo de 3 (três) profissionais por categoria, devendo somar no mínimo 40 horas/semanais.

E

O processo de trabalho, a combinação das jornadas de trabalho dos profissionais das equipes e os horários e dias de funcionamento devem ser organizados de modo que garantam amplamente acesso, o vínculo entre as pessoas e profissionais, a continuidade, coordenação e longitudinalidade do cuidado.

Q3480028

Q3480028 Saúde Pública

De acordo com a Art. 3º da Portaria nº 2.436/2017, são Princípios e Diretrizes do SUS e da RAS a serem operacionalizados na Atenção Básica, entre outras:

I. Ordenação da rede. II. Cuidado centrado na pessoa. III. Longitudinalidade do cuidado. IV. Participação da comunidade. V. População Adscrita.

Estão CORRETOS:

A

I, II, III, IV, V.

B

II, III, IV, V, apenas.

C

I, II, III, apenas.

D

I, IV, V, apenas.

E

I, II, III, IV, apenas.

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Q3480029

Q3480029 Direito Sanitário

De acordo coma Portaria GM/MS nº 230, de 7 de março de 2023 – Institui o Programa Nacional de Equidade de Gênero, Raça e Valorização das Trabalhadoras no Sistema Único de Saúde, analise os conceitos, entre outros, e assinale a alternativa INCORRETA:

A

ASSÉDIO MORAL - Repetição de gestos, palavras (orais ou escritas) e/ou comportamentos de natureza psicológica, os quais expõem o (a) servidor (a), o(a) empregado(a) ou o(a) estagiário(a) (ou grupo de servidores(as) e empregados(as) a situações humilhantes e constrangedoras. Ofensas à personalidade, à dignidade ou à integridade psíquica ou física, com o objetivo de excluí-los (as) das suas funções ou de deteriorar o ambiente de trabalho.

B

ASSÉDIO SEXUAL - Ato de constranger alguém, com o intuito de obter vantagem ou favorecimento sexual, usando de sua condição de superior hierárquico ou ascendência inerentes ao exercício de emprego, cargo ou função. Comportamento de teor sexual merecedor de reprovação, porque considerado desagradável, ofensivo e impertinente pela pessoa assediada.

C

GÊNERO - Se refere ao posicionamento de uma pessoa frente a questões socioculturais e políticas referentes à gênero. Entende-se que uma pessoa cisgênero é aquela que se identifica com o gênero que lhe foi atribuído ao nascer, enquanto a pessoa transgênero é aquela que se identifica com o gênero oposto ao atribuído no nascimento. Esse é o caso, por exemplo, de uma mulher transgênero, a quem foi atribuída a identidade masculina, porém, que se identifica como mulher.

D

CLIMATÉRIO/MENOPAUSA - É o termo médico utilizado para designar a fase de transição entre o período reprodutivo e o não reprodutivo da vida da mulher. A menopausa (última menstruação) ocorre no climatério e somente é reconhecida após passados 12 meses da sua ocorrência. A idade média de ocorrência da menopausa é 50 anos.

E

INTERSECCIONALIDADE - É uma categoria analítica usada para se entender o imbricamento entre diferentes sistemas discriminatórios como, por exemplo, o racismo, sexismo e a opressão de classe. Tais estruturas operam de formas específicas interligando diferentes marcadores sociais da diferença, tais como: gênero, raça, etnia, classe, idade, escolaridade, deficiência, orientação sexual, entre outros. A intersecção entre eles produz formas específicas de discriminação e por isso precisam ser consideradas na análise de gênero.

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Q3480030

Q3480030 Direito Sanitário

Com base no Art. 5º da Portaria GM/MS nº 1.526, de 11 de outubro de 2023, que institui Política Nacional de Atenção Integral à Saúde da Pessoa com Deficiência (PNAISPD), são diretrizes que regem a PNAISPD:

I. Oferta do cuidado integral à pessoa com deficiência sob a perspectiva interseccional em saúde, com foco na funcionalidade, sob a lógica das Redes de Atenção à Saúde (RAS) e de base territorial;

II. Desenvolvimento de ações intersetoriais visando a promoção dos direitos humanos, a inclusão social e o pleno exercício da cidadania.

III. Promoção da acessibilidade em suas diferentes dimensões.

IV. Estímulo à autonomia da pessoa com deficiência.

V. Enfrentamento ao capacitismo e às distintas formas de violência.

VI. Gestão interfederativa das ações de saúde voltadas à pessoa com deficiência.

Estão CORRETOS:

A

II, III, IV, V, VI, apenas.

B

I, II, III, IV, V, apenas.

C

I, II, III, IV, VI, apenas.

D

I, II, IV, V, VI, apenas.

E

I, II, III, IV, V, VI.

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Q3482496

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482496 Inglês

Texto associado

TEXT 1

NATIVE-SPEAKERISM

Framing the Issue

Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.

Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf

According to Text 1, choose the alternative that CORRECTLY summarizes its general idea:

A

Native speakers are always better English teachers due to their superior grammar knowledge.

B

Non-native speakers lack the competence needed to teach the English language effectively.

C

Western cultural teaching methods are universally ideal and should be adopted globally.

D

Native speakerism is an ideological bias that unfairly favors native speakers in language teaching.

E

Cultural stereotypes have no impact on how language teachers are perceived.

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Q3482497

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482497 Inglês

Texto associado

TEXT 1

NATIVE-SPEAKERISM

Framing the Issue

Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.

Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf

According to text 1, what is native-speakerism mainly based on?

A

Scientific research led by some of the renowned linguists cited in the text.

B

Brazilian National Curriculum Parameters.

C

The bad relationship and rivalry between British and American aid agencies in the 1960’s.

D

Equal representation in English Language Teaching (ELT).

E

A prejudice that distinguishes native from non-native speakers of a language.

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Q3482498

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482498 Inglês

Texto associado

TEXT 1

NATIVE-SPEAKERISM

Framing the Issue

Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.

Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf

Based on Text 1, which institutions contributed to the creation of the native-speaker model, according to Phillipson?

A

Brazilian Ministry of Education.

B

American and British aid agencies.

C

Private language schools all over the world.

D

Unesco agencies and the European Union.

E

British and American universities.

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Q3482499

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482499 Inglês

Texto associado

TEXT 1

NATIVE-SPEAKERISM

Framing the Issue

Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.

Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf

In the sentence “Native-speakerism is an ideology that upholds the idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it” (paragraph 1), the underlined word (“spring”) can be correctly classified as:

A

A verb.

B

A simple noun.

C

An adjective.

D

An adverb of time.

E

A preposition of time.

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Q3482500

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482500 Inglês

Texto associado

TEXT 1

NATIVE-SPEAKERISM

Framing the Issue

Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.

Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf

In the sentence “The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief” (3rd paragraph), the underlined word (“therefore”) can be CORRECTLY classified as:

A

A discourse marker that precedes an exemplification.

B

A discourse marker that sets a chronological sequence.

C

A discourse marker that establishes a connection between cause and consequence.

D

A discourse marker that introduces a contrast.

E

A discourse marker normally used to emphasize a given piece of information.

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Q3482501

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482501 Inglês

Texto associado

TEXT 2

GRAMMAR

Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.

Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext

What does Text 2 suggest about the status of grammar in today’s school curriculum?

A

Grammar is more prominent than ever.

B

Grammar remains a core academic subject.

C

Teaching isolated grammar has been largely advocated by modern linguistics.

D

Grammar has lost its standalone subject status over time.

E

Grammar should be taught only in higher education institutions.

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Q3482502

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482502 Inglês

Texto associado

TEXT 2

GRAMMAR

Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.

Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext

According to Text 2, what was the first grammar book of the English language?

A

Trivium.

B

Grammatike.

C

Bullokar’s Pamphlet for Grammar.

D

Oxford English Dictionary.

E

Ancient Greek grammatike.

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Q3482503

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482503 Inglês

Texto associado

TEXT 2

GRAMMAR

Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.

Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext

According to Text 2, what does the Oxford English Dictionary say about the term "grammar”?

A

The term “grammar” has been banned in most educational contexts.

B

The term “grammar” referred to oral traditions, phonetics and phonology.

C

The term “grammar” became a popular slang among young people in Greece.

D

The term “grammar” also refers to a book that describes the rules of a language.

E

The term “grammar” lost all of its relevance in academic circles.

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Q3482504

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482504 Inglês

Texto associado

TEXT 2

GRAMMAR

Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.

Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext

In the sentence “A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency” (1st paragraph), the underlined word (“reveals”) ends with an “s” for the same reason as in:

A

comes (2nd paragraph).

B

teachers (1st paragraph).

C

status (4th paragraph).

D

word’s (1st paragraph).

E

languages (3rd paragraph).

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Essa questão segue o padrão da banca! Veja o que mais costuma cair. Ver raio-X

Q3482505

Ano: 2025 Banca: EDUCA Órgão: Prefeitura de São João do Rio do Peixe - PB Prova: EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |

Q3482505 Inglês

Texto associado

TEXT 2

GRAMMAR

Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.

Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext

In the excerpt “Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin” (from paragraph 3), the underlined word (“Indeed”) can be correctly classified as:

A

A modal verb.

B

A linking verb.

C

A prefix.

D

An onomatopoeia.

E

A discourse marker.

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Questões de Concurso Público Prefeitura de São João do Rio do Peixe - PB 2025 para Professor de Educação Básica II - Língua Inglesa

Foram encontradas 40 questões