Questões de Concurso Público IF-SC 2026 para Professor EBTT - Inglês
Foram encontradas 50 questões
Q4348442
Inglês
Considering the theoretical intersections among Critical
Literacy, English as a Lingua Franca (ELF), and Additional
Language (AL) acquisition, analyze the following
propositions.
I - The concept of ELF problematizes the notion of language “ownership”—historically attributed to the native speaker—and decenters Anglo-American standards. From the perspective of Critical Literacy, this entails the teacher problematizing the very erasure of non-hegemonic varieties.
II - Understanding English as an AL implies recognizing that the new language integrates into the student’s plurilingual repertoire in an additive, rather than subtractive, manner. However, for Critical Literacy to occur, pedagogical practice must go beyond the affirmation of identity, equipping the student to unveil how mastery of a global language reproduces or challenges geopolitical and class-based asymmetries.
III - Critical pedagogy applied to ELT presupposes the adoption of a “didactics of tolerance,” in which an exclusive focus on mutual intelligibility suspends the need to reflect on local linguistic norms, thereby legitimizing any discursive output based on the argument of cultural hybridization.
IV - Within the framework of Critical Literacy, pedagogical practice adopting ELF must abandon the teaching of the standard norm or prestige varieties. This is because the focus on social emancipation demands the rejection of any hegemonic linguistic conventions, which are viewed purely as instruments of oppression and linguistic colonization.
V - The connection between AL and Critical Literacy presupposes that the process of meaning-making in a new language is a space of agency and contestation. Thus, classroom language practices must equip the student to “rewrite” and subvert hegemonic discourses, using English not as a code to be imitated, but as a resource for social performativity and the creation of new meanings.
The correct statements are
I - The concept of ELF problematizes the notion of language “ownership”—historically attributed to the native speaker—and decenters Anglo-American standards. From the perspective of Critical Literacy, this entails the teacher problematizing the very erasure of non-hegemonic varieties.
II - Understanding English as an AL implies recognizing that the new language integrates into the student’s plurilingual repertoire in an additive, rather than subtractive, manner. However, for Critical Literacy to occur, pedagogical practice must go beyond the affirmation of identity, equipping the student to unveil how mastery of a global language reproduces or challenges geopolitical and class-based asymmetries.
III - Critical pedagogy applied to ELT presupposes the adoption of a “didactics of tolerance,” in which an exclusive focus on mutual intelligibility suspends the need to reflect on local linguistic norms, thereby legitimizing any discursive output based on the argument of cultural hybridization.
IV - Within the framework of Critical Literacy, pedagogical practice adopting ELF must abandon the teaching of the standard norm or prestige varieties. This is because the focus on social emancipation demands the rejection of any hegemonic linguistic conventions, which are viewed purely as instruments of oppression and linguistic colonization.
V - The connection between AL and Critical Literacy presupposes that the process of meaning-making in a new language is a space of agency and contestation. Thus, classroom language practices must equip the student to “rewrite” and subvert hegemonic discourses, using English not as a code to be imitated, but as a resource for social performativity and the creation of new meanings.
The correct statements are
Q4348443
Linguística
Jennifer Jenkins (2015) exams the first two waves of
English as Lingua Franca (ELF) and considers that a
further reconceptualization is necessary, in which she
proposes English as a Multilingual Franca (MLF).
Considering her discussion, choose the INCORRECT
statement.
Q4348444
Pedagogia
A teacher adopts a communicative language teaching
(CLT) textbook published in the United States of America.
After one semester, the teacher observes that students
are struggling because the textbook’s dialogues assume
prior knowledge of American cultural practices (e.g.,
making snowmen, trick-or-treating, having a sandwich
for lunch). The teacher decides to abandon the textbook
and design their own materials based on local cultural
practices.
Which of Kumaravadivelu’s (2001) three core Postmethod parameters best explains the teacher’s decision?
Which of Kumaravadivelu’s (2001) three core Postmethod parameters best explains the teacher’s decision?
Q4348445
Inglês
The following are reading strategies:
a. ___________ creates anticipation and gets students thinking about previous experiences they may have had about the topic before they read about it. b. It is important that readers be able to get the main idea of a text, and ___________ can help as the reader restates the meaning in his or her own words. c. The main idea of a paragraph is sometimes stated in the ___________ of a paragraph. d. ___________ are words and phrases that join parts of a text together just like the bands in a watch strap. e. ___________ is to look rapidly for specific information. f. ___________ — for gist or overview.
(Adapted from: FARRELL, T. S. C. Teaching reading to English language learners: a reflective guide. Thousand Oaks: Corwin Press, 2009)
Identify the correct sequence of the missing words in the text from top to bottom.
a. ___________ creates anticipation and gets students thinking about previous experiences they may have had about the topic before they read about it. b. It is important that readers be able to get the main idea of a text, and ___________ can help as the reader restates the meaning in his or her own words. c. The main idea of a paragraph is sometimes stated in the ___________ of a paragraph. d. ___________ are words and phrases that join parts of a text together just like the bands in a watch strap. e. ___________ is to look rapidly for specific information. f. ___________ — for gist or overview.
(Adapted from: FARRELL, T. S. C. Teaching reading to English language learners: a reflective guide. Thousand Oaks: Corwin Press, 2009)
Identify the correct sequence of the missing words in the text from top to bottom.
Q4348446
Inglês
Complete the following sentence: In Translation and
Language Teaching, Malmkjær (1998) discusses how
translation in education has undergone a paradigm
shift, according to which translation
Q4348447
Inglês
Texto associado
Question refer to the text
below.
“Waiting for the Barbarians” by C.P. Cavafy
What CANNOT be implied from the poem?
Q4348448
Inglês
Texto associado
Question refer to the text
below.
“Waiting for the Barbarians” by C.P. Cavafy
In English grammar, the words ending in “-ing” have
different uses. Match these functions to a corresponding
example in bold from the poem.
(1) Continuous verbs
(2) Gerunds acting as nouns
(3) Adjectives
( ) “Why are the senators sitting there without legislating?” (l. 4)
( ) “Once the barbarians are here, they’ll do the legislating” (l. 7)
( ) “Why have they put on bracelets with so many amethysts, rings sparkling with magnificent emeralds?” (l. 17-18)
( ) “Now what’s going to happen to us without barbarians?” (l. 35)
( ) “loaded with titles, with imposing names.” (l. 14)
( ) “and they’re bored by rhetoric and public speaking” (l. 26)
Select the alternative with the correct sequence from top to bottom.
(1) Continuous verbs
(2) Gerunds acting as nouns
(3) Adjectives
( ) “Why are the senators sitting there without legislating?” (l. 4)
( ) “Once the barbarians are here, they’ll do the legislating” (l. 7)
( ) “Why have they put on bracelets with so many amethysts, rings sparkling with magnificent emeralds?” (l. 17-18)
( ) “Now what’s going to happen to us without barbarians?” (l. 35)
( ) “loaded with titles, with imposing names.” (l. 14)
( ) “and they’re bored by rhetoric and public speaking” (l. 26)
Select the alternative with the correct sequence from top to bottom.
Q4348449
Inglês
Texto associado
Question refer to the text below.
Instruction: Question refer to the texts below.
“Identities can be held together by narratives, in short, without essences: you don’t get to be called ‘English’ because there’s an essence this label follows; you’re English because our rules determine that you are entitled to the label—that you are connected in the right way with a place called England. […] The story of the golden nugget suggests that we can’t help caring about the traditions of ‘the West’ because they are ours: in fact, the opposite is true. They are ours only if we care about them. A culture of liberty, tolerance, and rational inquiry: that would be a good idea. But these values represent choices to make, not tracks laid down by a Western destiny.”
(Adapted from: APPIAH, Kwame Anthony. The lies that bind: rethinking identity. New York: Liveright Publishing Corporation, 2018. p. 151-159)
Which statement is NOT consistent with Appiah’s interpretation of Cavafy’s poem “Waiting for the Barbarians” mentioned above?
“Identities can be held together by narratives, in short, without essences: you don’t get to be called ‘English’ because there’s an essence this label follows; you’re English because our rules determine that you are entitled to the label—that you are connected in the right way with a place called England. […] The story of the golden nugget suggests that we can’t help caring about the traditions of ‘the West’ because they are ours: in fact, the opposite is true. They are ours only if we care about them. A culture of liberty, tolerance, and rational inquiry: that would be a good idea. But these values represent choices to make, not tracks laid down by a Western destiny.”
(Adapted from: APPIAH, Kwame Anthony. The lies that bind: rethinking identity. New York: Liveright Publishing Corporation, 2018. p. 151-159)
Which statement is NOT consistent with Appiah’s interpretation of Cavafy’s poem “Waiting for the Barbarians” mentioned above?
Q4348450
Filosofia
Instruction: Question refer to the texts below.
“Identities can be held together by narratives, in short, without essences: you don’t get to be called ‘English’ because there’s an essence this label follows; you’re English because our rules determine that you are entitled to the label—that you are connected in the right way with a place called England. […] The story of the golden nugget suggests that we can’t help caring about the traditions of ‘the West’ because they are ours: in fact, the opposite is true. They are ours only if we care about them. A culture of liberty, tolerance, and rational inquiry: that would be a good idea. But these values represent choices to make, not tracks laid down by a Western destiny.”
(Adapted from: APPIAH, Kwame Anthony. The lies that bind: rethinking identity. New York: Liveright Publishing Corporation, 2018. p. 151-159)
Based on Kwame Anthony Appiah’s excerpts, which statement best reflects the author’s understanding of identity?
“Identities can be held together by narratives, in short, without essences: you don’t get to be called ‘English’ because there’s an essence this label follows; you’re English because our rules determine that you are entitled to the label—that you are connected in the right way with a place called England. […] The story of the golden nugget suggests that we can’t help caring about the traditions of ‘the West’ because they are ours: in fact, the opposite is true. They are ours only if we care about them. A culture of liberty, tolerance, and rational inquiry: that would be a good idea. But these values represent choices to make, not tracks laid down by a Western destiny.”
(Adapted from: APPIAH, Kwame Anthony. The lies that bind: rethinking identity. New York: Liveright Publishing Corporation, 2018. p. 151-159)
Based on Kwame Anthony Appiah’s excerpts, which statement best reflects the author’s understanding of identity?
Q4348451
Inglês
Read the following statements about Michael Byram’s
(1997) Intercultural Communicative Competence (ICC)
model.
I - Savoirs (knowledge) is primarily defined as deep declarative knowledge regarding the core cultural values and historical traditions specific to the target-language country, disregarding social groups and processes.
II - Savoir comprendre (skills of interpreting and relating) requires a learner to interpret a document or event from another culture, explain it, and relate it to documents or events from their own culture, without relying on real-time interaction with a target-culture interlocutor.
III - Savoir s’engager (critical cultural awareness) posits that language teachers should remain politically neutral and guide students to evaluate cultural practices using purely subjective, personal moral codes.
IV - The primary distinction between savoir comprendre and savoir apprendre/faire is that the former operates on existing knowledge and documents, whereas the latter involves acquiring new cultural knowledge and operating it in real-time constraints of social interaction.
V - According to Byram, a speaker who possesses high linguistic competence (fluency, native-like accent, advanced syntax) automatically fulfills the prerequisites for Intercultural Communicative Competence (ICC).
Which statements are correct?
I - Savoirs (knowledge) is primarily defined as deep declarative knowledge regarding the core cultural values and historical traditions specific to the target-language country, disregarding social groups and processes.
II - Savoir comprendre (skills of interpreting and relating) requires a learner to interpret a document or event from another culture, explain it, and relate it to documents or events from their own culture, without relying on real-time interaction with a target-culture interlocutor.
III - Savoir s’engager (critical cultural awareness) posits that language teachers should remain politically neutral and guide students to evaluate cultural practices using purely subjective, personal moral codes.
IV - The primary distinction between savoir comprendre and savoir apprendre/faire is that the former operates on existing knowledge and documents, whereas the latter involves acquiring new cultural knowledge and operating it in real-time constraints of social interaction.
V - According to Byram, a speaker who possesses high linguistic competence (fluency, native-like accent, advanced syntax) automatically fulfills the prerequisites for Intercultural Communicative Competence (ICC).
Which statements are correct?
Q4348452
Pedagogia
Match each English as an Additional Language (EAL)
methodology/approach with its corresponding
description.
( ) Communicative Language Teaching
( ) Audio-Lingual
( ) Grammar-Translation Method
( ) Critical Pedagogy in EAL
( ) The Direct Method
a. Bans the use of the student’s native language, and focuses on teaching vocabulary and concepts directly through visuals, context, and demonstration rather than translation.
b. Based on behavioral psychology (conditioning). It views language learning as habit formation. Correct verbal habits are reinforced, and mistakes are corrected immediately to prevent bad habits.
c. Examines how language intersects with power, identity, and social justice. It encourages learners to critically analyze socio-political issues and use English to challenge inequality.
d. Prioritizes meaningful interaction, real-world communication, and fluency over grammatical perfection. Classrooms rely heavily on role-playing and authentic materials.
e. Focuses heavily on the explicit study of grammatical rules, vocabulary memorization, and translating literary texts between the native language and English.
Which sequence is correct from top to bottom?
( ) Communicative Language Teaching
( ) Audio-Lingual
( ) Grammar-Translation Method
( ) Critical Pedagogy in EAL
( ) The Direct Method
a. Bans the use of the student’s native language, and focuses on teaching vocabulary and concepts directly through visuals, context, and demonstration rather than translation.
b. Based on behavioral psychology (conditioning). It views language learning as habit formation. Correct verbal habits are reinforced, and mistakes are corrected immediately to prevent bad habits.
c. Examines how language intersects with power, identity, and social justice. It encourages learners to critically analyze socio-political issues and use English to challenge inequality.
d. Prioritizes meaningful interaction, real-world communication, and fluency over grammatical perfection. Classrooms rely heavily on role-playing and authentic materials.
e. Focuses heavily on the explicit study of grammatical rules, vocabulary memorization, and translating literary texts between the native language and English.
Which sequence is correct from top to bottom?
Q4348453
Inglês
Texto associado
Instruction: Question refer to the
texts below.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R.
R. Reflections on Critical Applied Linguistics and Decoloniality:
a follow-up conversation with Alastair Pennycook. Calidoscópio, São
Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI:
10.4013/cld.2022.202.12.)
Pennycook’s main argument is that
Q4348454
Inglês
Texto associado
Instruction: Question refer to the
texts below.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R.
R. Reflections on Critical Applied Linguistics and Decoloniality:
a follow-up conversation with Alastair Pennycook. Calidoscópio, São
Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI:
10.4013/cld.2022.202.12.)
In the southern Indian context mentioned by Pennycook,
English is
Q4348455
Inglês
Texto associado
Instruction: Question refer to the
texts below.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R.
R. Reflections on Critical Applied Linguistics and Decoloniality:
a follow-up conversation with Alastair Pennycook. Calidoscópio, São
Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI:
10.4013/cld.2022.202.12.)
Pennycook’s description of the entanglements of English
is best explained by which of the following concepts?
Q4348456
Inglês
Texto associado
Instruction: Question refer to the
texts below.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R.
R. Reflections on Critical Applied Linguistics and Decoloniality:
a follow-up conversation with Alastair Pennycook. Calidoscópio, São
Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI:
10.4013/cld.2022.202.12.)
“These spaces” (l. 37) in “It is into these spaces that
we teach” (l. 36-37) refers to
Q4348457
Pedagogia
According to Rajagopalan (2009), up to three-quarters
of global English users are non-native speakers.
Therefore, pedagogical practices must reject the
"native speaker myth" and the pursuit of a "perfect
pronunciation" - concepts that reinforce unequal power
relations. Instead, additional-language classrooms
should value multiple linguistic varieties, prioritizing
intelligibility, identity, and the negotiation of meaning.
Considering pedagogical practices aimed at valuing different linguistic varieties in the classroom, choose the alternative that presents an activity aligned with this perspective.
Considering pedagogical practices aimed at valuing different linguistic varieties in the classroom, choose the alternative that presents an activity aligned with this perspective.
Q4348458
Pedagogia
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?
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?
Q4348459
Pedagogia
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.
Considering the concept of intercultural mediation, choose the alternative that presents a pedagogical practice aligned with this critical perspective.
Q4348460
Pedagogia
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.
Considering this sociocultural approach to language acquisition, choose the alternative that correctly characterizes how students learn English in the classroom.
Q4348461
Pedagogia
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.
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.
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