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Questões de Concurso Público SEDUC-SP 2026 para Professor de Ensino Fundamental e Ensino Médio – Inglês

Questões Discursivas

Foram encontradas 40 questões

www.qconcursos.com
Q4244492
Não definido
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244492 Não definido
Ao introduzir um novo conteúdo, a professora não inicia a aula pela exposição direta dos conceitos científicos. Antes, ela investiga quais conhecimentos prévios os alunos já têm sobre o tema, e propõe um debate a partir de uma situação-problema relacionada ao tema. Com base nesse processo, promove a sistematização dos conceitos científicos, conduzindo a turma ao alcance dos objetivos de aprendizagem.

A prática pedagógica descrita expressa a concepção de ensino como
Alternativas
Q4244493
Pedagogia Temas Educacionais Pedagógicos , A Didática e o Processo de Ensino e Aprendizagem ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244493 Pedagogia
Ao fazer uma pergunta para a turma, uma professora percebe que apenas um aluno responde imediatamente, enquanto os demais permanecem em silêncio. Nas aulas anteriores, ela havia observado que muitos estudantes demonstravam compreender o conteúdo, quando tinham alguns instantes para organizar o raciocínio antes de responder.
Considerando esse contexto, a professora decide não passar imediatamente a palavra ao primeiro aluno que levantou a mão, para aguardar alguns segundos antes de ouvir qualquer resposta.

A decisão pedagógica da espera visa 
Alternativas
Q4244494
Pedagogia Tecnologias Educacionais ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244494 Pedagogia
Um professor quer adotar o método da sala de aula invertida em sua disciplina. Ele precisa decidir como organizar o tempo de estudo e a dinâmica da turma sem descaracterizar a abordagem.

A organização adequada consiste em
Alternativas
Q4244495
Pedagogia Temas Educacionais Pedagógicos , A Didática e o Processo de Ensino e Aprendizagem , Tendências Pedagógicas ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244495 Pedagogia
Durante a correção de uma atividade, um professor observa que a maior parte da turma cometeu o mesmo erro ao resolver determinado exercício. Após analisar as respostas, ele precisa decidir como utilizar esse erro para favorecer a aprendizagem dos estudantes.
Com base na perspectiva de construção de uma cultura positiva do erro em sala de aula, analise as afirmativas a seguir.

I. Ao utilizar uma resolução incorreta como objeto de discussão coletiva e conduzir a turma à identificação do ponto em que o raciocínio se afastou do procedimento esperado, o professor transforma o erro em oportunidade de aprendizagem para toda a classe.
II. Ao evitar discutir o erro coletivamente e tratar a situação apenas em conversas individuais com os estudantes, o professor favorece a aprendizagem, pois preserva a autoestima dos alunos sem comprometer o potencial formativo do erro.
III. Ao apresentar a resolução correta após constatar que o mesmo erro ocorreu em grande parte da turma e solicitar que os estudantes a comparem com suas respostas, o professor favorece a identificação individual do equívoco, dispensando sua exploração coletiva.

Está correto o que se afirma em
Alternativas
Q4244496
Pedagogia Didática e Prática no Ensino Superior , Gestão e Organização da Sala de Aula , Avaliação Educacional , Avaliação Escolar e suas Implicações Pedagógicas , Funções da Avaliação Escolar e a Análise dos Resultados
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244496 Pedagogia
O fato de uma instrução dada pelo professor ser clara não é, por si só, suficiente para garantir que ela seja cumprida. Quando não é possível verificar prontamente se cada aluno a executou, cria-se uma zona de incerteza que enfraquece a efetividade do que foi solicitado.

Assinale a instrução que evita o problema descrito no texto.
Alternativas
Q4244497
Pedagogia Temas Educacionais Pedagógicos , Interdisciplinaridade e Contextualização , Tecnologias Educacionais , As Tecnologias da Comunicação e Informação nas Práticas Educativas , Mídias, Comunicação e Tecnologias na Educação
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244497 Pedagogia
Um professor de Ciências e Biologia desenvolveu um projeto no qual os estudantes investigaram impactos ambientais, produziram representações artísticas com ferramentas digitais, criaram um jogo educativo sobre a Teoria da Evolução das Espécies e elaboraram uma linha do tempo da evolução vegetal em um mural virtual. As atividades envolveram pesquisa, criação, colaboração entre os estudantes e uso de diferentes recursos tecnológicos.
Ao avaliar o desenvolvimento do projeto, o professor identifica possibilidades de aprimorar as próximas atividades, buscando maior aproximação com os princípios da abordagem STEAM (BACICH; HOLANDA, 2020).

Assinale a opção que apresenta o encaminhamento pedagógico mais adequado para essa finalidade.
Alternativas
Q4244498
Pedagogia Avaliação Educacional , Avaliação Escolar e suas Implicações Pedagógicas ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244498 Pedagogia
Uma professora de Ciências do 7º ano do Ensino Fundamental desenvolveu uma aula prática sobre densidade. Em grupos, os estudantes testaram diferentes materiais em recipientes com água, registraram quais objetos afundavam ou flutuavam, e discutiram as hipóteses levantadas antes e depois dos experimentos. Ao final da atividade, a professora pretende formular uma pergunta que permita aos estudantes sintetizar o principal conceito trabalhado e evidenciar o que aprenderam.

Com base na Técnica 26 “Arremate”, proposta por Doug Lemov em Aula Nota 10 3.0 (2023), assinale a opção que apresenta a pergunta mais adequada para o encerramento da aula. 
Alternativas
Q4244499
Pedagogia Planejamento Educacional , Tipos de Planos de Ensino , Elaboração do Planejamento de Ensino ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244499 Pedagogia
Uma professora do 8º ano do Ensino Fundamental planejou uma aula de Língua Portuguesa sobre figuras de linguagem, envolvendo a leitura de poemas, a análise de letras de músicas e uma discussão coletiva. Durante a aula, percebeu que a análise das músicas despertou grande interesse dos estudantes, prolongando a discussão além do tempo estimado. Como não havia previsto alternativas para esse tipo de situação, alguns grupos perderam o foco da atividade, comprometendo o andamento da sequência didática e o desenvolvimento de todas as etapas.

Considerando a Técnica 4 “Planeje em dobro”, proposta por Doug Lemov em Aula Nota 10 3.0 (2023), assinale a opção que apresenta a intervenção docente mais adequada para preservar os objetivos de aprendizagem previstos para a aula.
Alternativas
Q4244500
Pedagogia Temas Educacionais Pedagógicos , Gestão de Pessoas na Educação , Tendências Pedagógicas ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244500 Pedagogia
Um professor recém-ingressado em uma escola de Ensino Fundamental assumiu uma turma reconhecida pela equipe pedagógica como desafiadora em relação à convivência e ao cumprimento das normas. Nas primeiras semanas de aula, observou que suas orientações eram frequentemente relativizadas, suas intervenções para organizar a dinâmica da turma produziam poucos efeitos e as interrupções das atividades tornavam-se recorrentes. Na tentativa de construir um vínculo positivo com os estudantes, adotou uma postura acolhedora e próxima; entretanto, percebeu que a relação estabelecida não se traduzia no fortalecimento de sua autoridade docente.

Considerando a situação apresentada e os princípios da Disciplina Positiva (Nelsen, Lott e Glenn, 2017), assinale a opção que apresenta a estratégia pedagógica mais adequada para fortalecer a autoridade docente e promover uma convivência baseada em respeito e responsabilidade.
Alternativas
Q4244501
Pedagogia Avaliação Educacional , Avaliação Escolar e suas Implicações Pedagógicas , Funções da Avaliação Escolar e a Análise dos Resultados ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Provas: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Ciências | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Sociologia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Química | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Geografia | FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Física |
Q4244501 Pedagogia
Considerando as proposições de Doug Lemov sobre o uso pedagógico do erro (Aula Nota 10 3.0, 2023), uma professora de Matemática da 3ª série do Ensino Médio, sabendo que determinado conteúdo costuma gerar dificuldades entre os estudantes, planejou sua abordagem prevendo os possíveis erros de aprendizagem.
Antes de introduzir o tema, propôs uma questão para identificar os conhecimentos prévios da turma e observou respostas divergentes, algumas das quais revelavam concepções equivocadas. Após uma breve discussão coletiva sobre essas respostas, iniciou o desenvolvimento do conteúdo. Ao final da aula, solicitou que cada estudante registrasse, individualmente, o que havia compreendido e quais aspectos ainda considerava mais difíceis. Ao analisar esses registros, identificou erros recorrentes e dificuldades de compreensão, utilizando essas informações para planejar intervenções e retomar o tema nas aulas seguintes.

Com base na situação apresentada, assinale a também que expressa corretamente o uso pedagógico do erro, de acordo com a Técnica 2 “Planeje para o erro”. 
Alternativas
Q4246803
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
Based on Text I, mark the statements below as true (T) or false (F).

I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.

The statements are, respectively, 
Alternativas
Q4246804
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246804 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The verb phrase “delving into” in the subtitle implies that EFL teachers’ emotions and professional identities will be
Alternativas
Q4246805
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246805 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The sentence “Emotions are not just fleeting states” means that emotions are actually
Alternativas
Q4246806
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
According to Text I, if teachers neglect strategies for dealing with stress, they may feel
Alternativas
Q4246807
Inglês Advérbios e conjunções | Adverbs and conjunctions , Os advérbios (grau, a finalidade, contraste ...) | Adverbs (degree, purpose, contrast...) , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The adverb “even” in “and even classroom performance” implies that something is 
Alternativas
Q4246808
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246808 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In an English as a Lingua Franca (ELF) setting, it is important that students learn how new words are created, as this will help them expand their vocabulary and understand how the new word can be used in different contexts. To do so, one possibility is writing the word “interplay” on the blackboard and asking them how it is formed.

They should answer that “interplay” is formed by a(n)
Alternativas
Q4246809
Inglês Orações condicionais | Conditional Clauses ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246809 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In writing the clause “if no coping mechanisms are provided”, the author has used the
Alternativas
Q4246810
Inglês Interpretação de texto | Reading comprehension , Caso genitivo | Genitive case ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the genitive case. In order to teach how to express possession, the only sentence that the teacher could use as an example is
Alternativas
Q4246811
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can be
Alternativas
Q4246812
Pedagogia Temas Educacionais Pedagógicos , Currículo (Teoria e Prática) , Currículo e Diversidade , Teorias e Práticas para o Ensino de Língua Estrangeira
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246812 Pedagogia
READ TEXT II AND ANSWER THE  QUESTION THAT FOLLOW.

TEXT II 


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Taken from: https://ecdn.teacherspayteachers.com
Based on the Brazilian National Core Curriculum (BNCC), an approach to teaching English as a Lingua Franca should focus on multiliteracies so that students become aware of a variety of language practices and learn how to use them. Choosing this poster would thus be aligned with a multiliteracies approach.

In this case, analyse the statements below.

I. Interpreting this poster depends on world knowledge, image perception and some language proficiency.
II. Advanced students of English can easily understand the information provided in this poster.
III. This poster is an example of gender stereotyping.

Choose the correct answer. 
Alternativas
Respostas
1: C
2: A
3: E
4: A
5: D
6: C
7: D
8: E
9: A
10: D
11: D
12: A
13: C
14: C
15: D
16: D
17: B
18: D
19: E
20: A
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