Questões de Concurso Público Prefeitura de Orlândia - SP 2019 para Professor - Inglês
Foram encontradas 40 questões
A aproximação do conhecimento do como se aprende nos permite chegar à conclusão de que os modelos de ensino devem ser capazes de atender às diversidades dos alunos. Há uma série de princípios pedagógicos em torno da concepção construtivista da aprendizagem, suficientemente validados empiricamente, que são determinantes para estabelecer referências e critérios para a análise da prática e da intervenção pedagógica. São elementos fundamentais desta concepção:
Segundo Piaget, o processo evolutivo do funcionamento cognitivo tem um movimento ascendente, no qual cada nova estrutura envolve, ao mesmo tempo, superação e conservação da anterior. São princípios centrais desta teoria, EXCETO:
O debate e a análise da profissão docente devem se desenvolver considerando o quadro social: a realidade da desregulamentação social e econômica, as ideias e práticas neoliberais, a tão falada globalização ou mundialização, os indicadores de desempenho para medir a qualidade educativa, a falsa autonomia na educação e o aspecto do gerencialismo educativo. Nesse sentido, é necessário estabelecer um debate sobre a:
A compreensão do trabalho docente demandou sua análise enquanto categoria geral (trabalho) e em sua especificidade (docência). Para construir o conceito de trabalho docente enquanto atividade historicamente construída, partimos de alguns pressupostos. Analise-os.
I. O trabalho docente é uma práxis em que a unidade teoria e prática se caracteriza pela ação-reflexão-ação.
II. O trabalho docente só pode ser compreendido se considerado no contexto da organização escolar e da organização do trabalho no modo de produção; no caso brasileiro, o capitalista.
III. A compreensão do trabalho docente só pode ocorrer no processo de elaboração de seu conceito, que emerge após estudo de sua gênese, de suas condições históricas gerais (o trabalho como forma histórica) e particulares (o cotidiano da ação docente).
Estão corretas as afirmativas
A responsabilidade da constituição do projeto pedagógico não é apenas da direção da escola. Ao contrário, a ação administrativa na perspectiva de uma gestão democrática possibilita articular as contribuições provenientes de diferentes protagonistas, ou seja, através do diálogo e da participação na tomada de decisões há condições para a realização do trabalho coletivo. Podem obstruir sua implantação:
Os projetos de trabalho significam um enfoque do ensino que tenta ressituar a concepção e as práticas educativas na escola, e não simplesmente adaptar uma proposta do passado, atualizando-a. Seu distintivo é que a aprendizagem e o ensino são realizados por meio de uma trajetória que nunca é fixa, mas que serve de fio condutor para a atuação do docente junto aos alunos. Neste contexto, a lista do que pode ser considerado um projeto desta natureza é extensa, e o que não poderia também. Assinale a alternativa em que todas as características são identificadas com um projeto.
O estudo do processo da aprendizagem na teoria de Wallon (1995) é dividido em conjuntos ou domínios funcionais para explicar didaticamente o que é inseparável, a pessoa. São divididos em etapas do desenvolvimento do psiquismo humano. Esses domínios são: da afetividade, do ato motor, do conhecimento e da pessoa. A respeito de sua teoria, é correto afirmar que:
Como as outras tendências progressistas, a crítico-social dos conteúdos também está preocupada com a função transformadora da educação em relação à sociedade sem, com isso, negligenciar o processo de construção do conhecimento fundamentado nos conteúdos acumulados pela humanidade. Acerca desta tendência, assinale a afirmativa correta.
A fundamentação do modelo indagativo ou de pesquisa como ferramenta de formação do professor encontra-se em sua capacidade de formular questões válidas sobre sua própria prática e se prefixar objetivos que tratem de responder a tais questões. São elementos que fundamentam tal concepção:
I. O professor é inteligente e pode propor uma pesquisa de forma competente e baseada em sua experiência.
II. Os docentes tendem a buscar dados para responder a questões relevantes e refletir sobre eles para obter respostas aos problemas do ensino.
III. Os professores desenvolvem novas formas de compreensão quando eles mesmos contribuem para formular suas próprias e recolhem seus próprios dados para responder a elas.
IV. O benchmarking educacional é uma ferramenta que possibilita a apropriação de experiências de sucesso de outras instituições.
Estão corretas as afirmativas
O currículo com um espaço: em que se reescreve o conhecimento escolar; que se explicita a ancoragem social dos conteúdos; de reconhecimento de nossas identidades culturais; de questionamento de nossas representações sobre os “outros”; de crítica cultural e de desenvolvimento de pesquisas, são princípios para:
Read the text to answer 31, 32 and 33.
What does ‘inclusive practises’ mean and
how can we ensure that all our classrooms
and work environments are truly inclusive?
Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:
1) Create a supportive, respectful environment: promote diversity and fairness.
2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.
3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.
4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.
5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.
(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)
“Peer” (L25) means:
Read the text to answer 31, 32 and 33.
What does ‘inclusive practises’ mean and
how can we ensure that all our classrooms
and work environments are truly inclusive?
Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:
1) Create a supportive, respectful environment: promote diversity and fairness.
2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.
3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.
4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.
5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.
(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)
Analyse word use in the text. The item that does NOT belong in the group is:
Read the text to answer 31, 32 and 33.
What does ‘inclusive practises’ mean and
how can we ensure that all our classrooms
and work environments are truly inclusive?
Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:
1) Create a supportive, respectful environment: promote diversity and fairness.
2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.
3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.
4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.
5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.
(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)
About the “that” (L02), the consistent item is
Read the text to answer 34, 35 and 36.
D.C. schools try to meet students where they live
Sarah Zick swerved through the crowds clogging 14th Street NW in Columbia Heights one recent muggy afternoon, trekking to one of her student’s homes. The first-grade teacher is attempting to meet the families of each of her students at their homes or a place of their choosing — shifting the traditional parent-teacher power dynamic that plays out on school grounds. On this Wednesday, three weeks into the school year, it was student No. 21. She spotted the 6-year-old girl near her public housing complex holding hands with her mother. The girl gave Zick a quick hug. The meeting began. What Zick learned: the girl loves math but is more tepid about reading. She loves dancing and princesses. A friend from school recently died of complications related to asthma, and the 6-year-old often thinks about death. Lockdowns at the school prompted by recent shootings in Columbia Heights exacerbated those anxieties.Zick’s plan after that meeting: she will send the girl home with books about dancing and princesses for mom to read with her at night. And when there is another lockdown or drill, Zick will pay extra attention to make sure the girl is okay.
Over the past five years, the District has sought to reinvent the old-fashioned idea of home visits. It’s no longer about descending on the house of a struggling or truant student. In 2011, the traditional public school system partnered with the Flamboyan Foundation which trained the teachers on how to conduct the visits, paying them $40 each family meeting. Eight years after the program launched, D.C. educators have made more relationship-building home visits than any school system in the country — even more than bigger systems, according to Gina Martinez-Keddy, executive director of Parent Teacher Home Visits, which tracks these interactions.
(Available in:https://www.washingtonpost.com/education. Adapted.)
Sarah Zick’s 6-year-old student:
Read the text to answer 34, 35 and 36.
D.C. schools try to meet students where they live
Sarah Zick swerved through the crowds clogging 14th Street NW in Columbia Heights one recent muggy afternoon, trekking to one of her student’s homes. The first-grade teacher is attempting to meet the families of each of her students at their homes or a place of their choosing — shifting the traditional parent-teacher power dynamic that plays out on school grounds. On this Wednesday, three weeks into the school year, it was student No. 21. She spotted the 6-year-old girl near her public housing complex holding hands with her mother. The girl gave Zick a quick hug. The meeting began. What Zick learned: the girl loves math but is more tepid about reading. She loves dancing and princesses. A friend from school recently died of complications related to asthma, and the 6-year-old often thinks about death. Lockdowns at the school prompted by recent shootings in Columbia Heights exacerbated those anxieties.Zick’s plan after that meeting: she will send the girl home with books about dancing and princesses for mom to read with her at night. And when there is another lockdown or drill, Zick will pay extra attention to make sure the girl is okay.
Over the past five years, the District has sought to reinvent the old-fashioned idea of home visits. It’s no longer about descending on the house of a struggling or truant student. In 2011, the traditional public school system partnered with the Flamboyan Foundation which trained the teachers on how to conduct the visits, paying them $40 each family meeting. Eight years after the program launched, D.C. educators have made more relationship-building home visits than any school system in the country — even more than bigger systems, according to Gina Martinez-Keddy, executive director of Parent Teacher Home Visits, which tracks these interactions.
(Available in:https://www.washingtonpost.com/education. Adapted.)
The innovative home-visit program features:
Read the text to answer 34, 35 and 36.
D.C. schools try to meet students where they live
Sarah Zick swerved through the crowds clogging 14th Street NW in Columbia Heights one recent muggy afternoon, trekking to one of her student’s homes. The first-grade teacher is attempting to meet the families of each of her students at their homes or a place of their choosing — shifting the traditional parent-teacher power dynamic that plays out on school grounds. On this Wednesday, three weeks into the school year, it was student No. 21. She spotted the 6-year-old girl near her public housing complex holding hands with her mother. The girl gave Zick a quick hug. The meeting began. What Zick learned: the girl loves math but is more tepid about reading. She loves dancing and princesses. A friend from school recently died of complications related to asthma, and the 6-year-old often thinks about death. Lockdowns at the school prompted by recent shootings in Columbia Heights exacerbated those anxieties.Zick’s plan after that meeting: she will send the girl home with books about dancing and princesses for mom to read with her at night. And when there is another lockdown or drill, Zick will pay extra attention to make sure the girl is okay.
Over the past five years, the District has sought to reinvent the old-fashioned idea of home visits. It’s no longer about descending on the house of a struggling or truant student. In 2011, the traditional public school system partnered with the Flamboyan Foundation which trained the teachers on how to conduct the visits, paying them $40 each family meeting. Eight years after the program launched, D.C. educators have made more relationship-building home visits than any school system in the country — even more than bigger systems, according to Gina Martinez-Keddy, executive director of Parent Teacher Home Visits, which tracks these interactions.
(Available in:https://www.washingtonpost.com/education. Adapted.)
“Them” (L27) refers back to:
Read the text to answer 37, 38, 39 and 40.
Identity and globalization
Krasimira Mineva -Burgas Free University.
During the recent decades, intensity of relations between different cultures and different regions of the world has been increasing, due to the rapid development of telecommunications. The increasing economic and financial independence has its impact on the new opportunities for mobility and communications amongst different cultures. The development of the global market, the large volumes of production and exports enable the consumption of new, unfamiliar products. The economic aspects of the processes developing on a global scale are characterized by free movement of capital, search for new markets for goods and services, exported manufacturing facilities seeking cheaper labor markets, collision between local producers and powerful international corporations. The economic processes encourage the development of a new global culture, the basis for it being standards such as consumption, consumer attitudes and ultimate individualism. The effects of globalization have been described as: aculturalism, the mutual influence among cultures and their gradual convergence and unification; migration processes due to the collapse of local economies; increased number of illegal immigrants; marginalization and prejudice; spread of individualism and consumer attitude which undermine the values of traditional society; increased exchange of information and ideas , information on global scale doubles its volume every two years; individual consciousness is overloaded with information but behaviors which might alter culture become even more uniform.
(Available in: https://www.researchgate.net. Adapted.)
One of negative consequences of globalization should be described as:
Read the text to answer 37, 38, 39 and 40.
Identity and globalization
Krasimira Mineva -Burgas Free University.
During the recent decades, intensity of relations between different cultures and different regions of the world has been increasing, due to the rapid development of telecommunications. The increasing economic and financial independence has its impact on the new opportunities for mobility and communications amongst different cultures. The development of the global market, the large volumes of production and exports enable the consumption of new, unfamiliar products. The economic aspects of the processes developing on a global scale are characterized by free movement of capital, search for new markets for goods and services, exported manufacturing facilities seeking cheaper labor markets, collision between local producers and powerful international corporations. The economic processes encourage the development of a new global culture, the basis for it being standards such as consumption, consumer attitudes and ultimate individualism. The effects of globalization have been described as: aculturalism, the mutual influence among cultures and their gradual convergence and unification; migration processes due to the collapse of local economies; increased number of illegal immigrants; marginalization and prejudice; spread of individualism and consumer attitude which undermine the values of traditional society; increased exchange of information and ideas , information on global scale doubles its volume every two years; individual consciousness is overloaded with information but behaviors which might alter culture become even more uniform.
(Available in: https://www.researchgate.net. Adapted.)
Mark the item which matches the text.
Read the text to answer 37, 38, 39 and 40.
Identity and globalization
Krasimira Mineva -Burgas Free University.
During the recent decades, intensity of relations between different cultures and different regions of the world has been increasing, due to the rapid development of telecommunications. The increasing economic and financial independence has its impact on the new opportunities for mobility and communications amongst different cultures. The development of the global market, the large volumes of production and exports enable the consumption of new, unfamiliar products. The economic aspects of the processes developing on a global scale are characterized by free movement of capital, search for new markets for goods and services, exported manufacturing facilities seeking cheaper labor markets, collision between local producers and powerful international corporations. The economic processes encourage the development of a new global culture, the basis for it being standards such as consumption, consumer attitudes and ultimate individualism. The effects of globalization have been described as: aculturalism, the mutual influence among cultures and their gradual convergence and unification; migration processes due to the collapse of local economies; increased number of illegal immigrants; marginalization and prejudice; spread of individualism and consumer attitude which undermine the values of traditional society; increased exchange of information and ideas , information on global scale doubles its volume every two years; individual consciousness is overloaded with information but behaviors which might alter culture become even more uniform.
(Available in: https://www.researchgate.net. Adapted.)
Choose the item that is NOT connected to globalization.
Read the text to answer 37, 38, 39 and 40.
Identity and globalization
Krasimira Mineva -Burgas Free University.
During the recent decades, intensity of relations between different cultures and different regions of the world has been increasing, due to the rapid development of telecommunications. The increasing economic and financial independence has its impact on the new opportunities for mobility and communications amongst different cultures. The development of the global market, the large volumes of production and exports enable the consumption of new, unfamiliar products. The economic aspects of the processes developing on a global scale are characterized by free movement of capital, search for new markets for goods and services, exported manufacturing facilities seeking cheaper labor markets, collision between local producers and powerful international corporations. The economic processes encourage the development of a new global culture, the basis for it being standards such as consumption, consumer attitudes and ultimate individualism. The effects of globalization have been described as: aculturalism, the mutual influence among cultures and their gradual convergence and unification; migration processes due to the collapse of local economies; increased number of illegal immigrants; marginalization and prejudice; spread of individualism and consumer attitude which undermine the values of traditional society; increased exchange of information and ideas , information on global scale doubles its volume every two years; individual consciousness is overloaded with information but behaviors which might alter culture become even more uniform.
(Available in: https://www.researchgate.net. Adapted.)
Analyse word usage in the text. Mark the item which is a modifier.
Conheça nossos planos