Questões de Concurso Público UFABC 2025 para Técnico em Assuntos Educacionais - Letras
Foram encontradas 40 questões
( ) No trecho “Os resíduos urbanos, que correspondem àqueles gerados e descartados nas áreas da cidade [...]”, o uso da crase está correto, pois traz a fusão da preposição “a”, exigida pelo verbo, com o pronome demonstrativo “aqueles” que se inicia com a vogal “a”.
( ) No excerto “Segundo Marcos Buckeridge, professor do Instituto de Biociências (IB) da USP [...]”, o termo “Biociências” deveria ter sido grafado com hífen: “Bio-ciências”.
( ) Em “O docente ainda complementa que, mesmo a coleta domiciliar cobrindo quase toda a população, a participação na coleta seletiva é muito pequena”, o termo “que” é a conjunção integrante que introduz uma oração subordinada substantiva.
( ) No título do texto, “São Paulo produz cerca de 20 mil toneladas de resíduos urbanos, mas reciclagem é muito baixa”, é correto afirmar que há duas orações coordenadas, sendo a segunda uma oração coordenada adversativa sindética.
I. Ao elaborar um edital de licitação, a universidade deve respeitar o princípio da legalidade, de modo que todos os requisitos e critérios do certame estejam previstos em lei ou norma vigente, garantindo a segurança jurídica do processo.
II. A divulgação ampla dos editais e dos resultados das licitações, por meio do portal institucional e do Diário Oficial, expressa o princípio da publicidade, que assegura a transparência e o controle social sobre os atos administrativos.
III. Para viabilizar o princípio da eficiência, a universidade pode ampliar participação em um pregão para fornecedores previamente selecionados por afinidade com projetos institucionais, assegurando maior rapidez na execução contratual.
IV. O princípio da transparência permite que gestores do setor de compras direcionem um processo de licitação por convite para empresas de confiança, desde que não haja prejuízo aparente ao erário, pois a ética administrativa é relativa ao contexto.
“With the promulgation of the bill 746/2016, converted into law in 2017, that reforms education in Brazil, English was made the only mandatory foreign language in schools, thus threatening the teaching/learning of other foreign languages such as Spanish, French, and Italian. […] Yet, the educational reforms and internationalization agendas are far from reaching consensus among linguists and higher education stakeholders when it comes to the use, teaching and learning of languages for internationalization purposes.”
Considering the need for a critical and sustainable internationalization agenda, which of the following is the most critical implication of making English the sole mandatory foreign language?
Based on the critical perspective that you must go beyond methodology to consider political issues, analyze the following proposed actions and choose the correct alternative.
I. Initiate a mandatory, analytical seminar where students collectively debate how English is used in their field’s research, emphasizing that active engagement is key to preventing selfexclusion from global knowledge. II. Remove the EAP module from the curriculum, respecting the students’ resistance as a political decision to reject linguistic imperialism. III. Focus on improving students' grammar and vocabulary to native standards, dismissing their political arguments as irrelevant to communicative skills. IV. Promote a discussion where the EAP course is reframed to focus on English as a Lingua Franca (ELF), highlighting its use by non-native speakers to publish and circulate Global South research. V. Transfer the course to the History department, arguing that the political issues related to English are not the responsibility of the Internationalization Office.
Picture that you are tasked with developing a practical and sustainable initiative under the umbrella of 'Internationalization at Home' (IaH) to ensure that all undergraduate students have an intercultural and international experience.
Which of the following initiatives aligns best with the objective of promoting comprehensive and inclusive internationalization using hybrid approaches?
“[…] Brazil faces many challenges to learn foreign languages, be them the language of their parents (heritage languages such as Guarani and other indigenous languages or immigrant languages such as Italian, German, Japanese and Pomeranian, to cite but a few), the language of their neighbors (Spanish), the international language (English) or even appropriations of English such as Brazilian English, whatever that may be. Jenkins proposes the view of English as a multilingual franca as referring to its use in multilingual contexts where most people share the same lingua franca, and in that sense, Finardi proposes that English has the status of an international language, rather than a multilingua franca in Brazil. In a country with more than 200 languages spoken by minorities, the development of multilingualism and the view of English as a multilingua franca in Brazil represent a huge challenge for educational policies and pockets […].”
Considering the theoretical role of ELF (English as a Lingua Franca) and the context described, which statement best describes the essential function that ELF must fulfill to mitigate the national risk of linguistic isolation and strategically facilitate global engagement?
Which of the following actions, proposed by the Office of International Relations, COMPROMISES the core mission of inclusivity and mass access central to IaH?