Questões de Concurso Público Prefeitura de Mandirituba - PR 2025 para Professor de Inglês
Foram encontradas 40 questões
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257967
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
What is the primary goal of the bill being discussed
in the Scottish Parliament, according to the text?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257968
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
In the sentence “Without government financial
backing it looks doomed to fall,” what does the word
“doomed” suggest about the bill's future?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257969
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
According to the text, why is government financial
backing considered an “insurmountable obstacle”
for the bill?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257970
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
In the phrase “...ringfencing cash for outdoor
education could be to the detriment of other
activities,” the word “detriment” is closest in
meaning to
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257971
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
Which of the following arguments does Liz Smith use
to advocate for the bill's passage?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257972
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
The text states there is a “postcode lottery” in the
provision of outdoor education. What does this
idiomatic expression imply?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257973
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
How does the perspective of the Outward Bound
Trust on the bill's cost contrast with the concerns of
minister Natalie Don-Innes?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257974
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
In the sentence, “The Scottish Parliament will
continue to grapple with the issues...”, the use of the
Future Continuous tense (“will continue to grapple”)
serves to emphasize:
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257975
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
Based on Martin Davidson's statement, what is the
fundamental purpose of the outdoor activities
facilitated by the Outward Bound Trust?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257976
Inglês
Texto associado
Should all pupils get the right to an outdoor education week?
Kirsten Campbell
In a matter of days the government will make a decision
that could affect generations of children to come. For many, the
Primary 7 outdoor residential trip is one of the highlights of
their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish
Parliament would guarantee a week of residential outdoor
education for every pupil. When it was put first put forward by
Conservative MSP Liz Smith, the Schools (Residential
Outdoor Education) (Scotland) bill won majority support, but it
faces what could prove to be an insurmountable obstacle.
Without government financial backing it looks doomed to fall.
And at a time when budgets are already tight, not everyone is
convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen
the benefits of outdoor education first hand and wants to ensure
every child gets the opportunity during their time at school. Her
proposed new law would mean every pupil in Scotland is
entitled to four nights and five days of outdoor education. But
while it was backed in principle in March, it cannot proceed
unless the government tables a financial resolution - and so far
that hasn't happened. Smith believes the experience of outdoor
education can be transformative for children. “I think we should
be trying to level up, to ensure that young people, whoever they
are, whatever their background, whatever their family
circumstances, they should have that opportunity.” She argues
the benefits are powerful - and backed up by evidence. “The
statistics we have show that if they have participated in
residential outdoor education, their attendance is better, their
behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential
outdoor education, with research for the University of
Edinburgh stating that just a third of secondary schools and only
a quarter of primary schools offer this type of experience.
Thirty minutes from Glasgow, Dounans outdoor education
centre, in the Loch Lomond and The Trossachs National Park,
gives school groups a taste of the outdoors. A Primary 7 group
from Fife is spending a week taking part in activities like
canoeing, tree climbing and raft-building. Harris, 11, was first
to climb to the top of a tall tree as his classmates looked on.
“When everyone was cheering me on that helped,” he said. “I
was proud of myself for doing that because it was really high.”
Ten-year-old Orla was next. “I was nervous and shivery and
thought it did look pretty high. It was like a feeling of
accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the
experience doesn't come cheap. Liz Smith estimates the policy
would cost between £25m and £40m a year. The minister for
children, Natalie Don-Innes, told MSPs that was unaffordable
and ringfencing cash for outdoor education could be to the
detriment of other activities. She said: “Where would you seek
to cut funding from in education? Would it be our teachers, our
schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the
education committee and the Scottish government have been
clear that outstanding issues on the affordability of the bill,
impact on the education workforce and ensuring provision is
equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial
resolution.”
The Convention of Scottish Local Authorities (Cosla)
also has concerns about the practicalities, questioning the
impact on staffing, the costs of transport and what it would
mean for schools' ability to take part in other trips relating to
geography, history or the arts. But the Outward Bound Trust
believes it would be an investment. It has highlighted the
findings of a global study across eight countries, including the
UK, which concluded that for every £1 invested in Outward
Bound programmes, there is a return of between £5 and £15 in
societal value.
Chief Executive Martin Davidson said: “Outward
Bound doesn't teach young people to canoe or to climb, what
we teach young people is about themselves. “But we do that
through fantastic adventures and outdoor activities that help
them learn about themselves and working with others.” The
Scottish Parliament will continue to grapple with the issues in
both the chamber and in committee over the next couple of
days. But time is running out. If the funding issues aren't
resolved by the end of the month, the legislation will fall,
despite having the backing of most MSPs.
Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo
What is the rhetorical function of the question
“What could be better than that?” after listing the
evidence of improved student behavior and
discipline?
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257977
Pedagogia
De acordo com o Currículo da Rede Estadual
Paranaense (Crep) para a Língua Inglesa, a
abordagem curricular do componente Língua
Inglesa é organizada em cinco eixos principais
propostos pela Base Nacional Comum Curricular
(BNCC). Sendo assim assinale a alternativa que
apresenta quais são esses eixos.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257978
Pedagogia
De acordo com o Currículo da Rede Estadual
Paranaense (Crep) para a Língua Inglesa, sobre o
caráter principal da avaliação na perspectiva de
ensino-aprendizagem da Língua Inglesa proposta
pelo CREP, analise as assertivas e assinale a
alternativa correta.
I. A avaliação tem um caráter de “avaliação formativa”, sendo processual, contínua, cumulativa e diagnóstica.
II. A avaliação no componente curricular Língua Inglesa (LI) envolve a consonância e o planejamento coerente dos processos de ensino-aprendizagem em LI, e em todo processo educativo, com foco nas práticas discursivas de leitura, oralidade e escrita.
III. A avaliação prioriza unicamente a autoavaliação do estudante, que se torna o único responsável por medir seu progresso.
IV. A avaliação deve se basear apenas em trabalhos interdisciplinares, desconsiderando testes escritos e orais.
V. A avaliação por competências e habilidades consiste em avaliar “capacidades cognitivas, valores e atitudes capazes de resolver situações problemas” (HAMZEL, 2020) em situações autênticas, e em construção para o futuro. Destaca-se nas avaliações formativas, a avaliação de estratégias de aprendizagem dos(as) alunos(as) e os procedimentos adotados pelo(a) professor(a), para que possa obter evidências de aprendizagem e resultados somativos, após os períodos de ensino.
I. A avaliação tem um caráter de “avaliação formativa”, sendo processual, contínua, cumulativa e diagnóstica.
II. A avaliação no componente curricular Língua Inglesa (LI) envolve a consonância e o planejamento coerente dos processos de ensino-aprendizagem em LI, e em todo processo educativo, com foco nas práticas discursivas de leitura, oralidade e escrita.
III. A avaliação prioriza unicamente a autoavaliação do estudante, que se torna o único responsável por medir seu progresso.
IV. A avaliação deve se basear apenas em trabalhos interdisciplinares, desconsiderando testes escritos e orais.
V. A avaliação por competências e habilidades consiste em avaliar “capacidades cognitivas, valores e atitudes capazes de resolver situações problemas” (HAMZEL, 2020) em situações autênticas, e em construção para o futuro. Destaca-se nas avaliações formativas, a avaliação de estratégias de aprendizagem dos(as) alunos(as) e os procedimentos adotados pelo(a) professor(a), para que possa obter evidências de aprendizagem e resultados somativos, após os períodos de ensino.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257979
Inglês
Considerando a abordagem metodológica do “Eixo
Leitura” e o objetivo do 9º ano de “Distinguir fatos
de opiniões em textos argumentativos da esfera
jornalística” (PR. EF09LI06. s.9.24) disposto no
Currículo da Rede Estadual Paranaense (Crep) para
a Língua Inglesa, assinale a alternativa que
apresenta qual é a relação entre esses dois pontos do
currículo.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257980
Pedagogia
Com base nos “Encaminhamentos Metodológicos” e
na seção “Avaliação” do Currículo da Rede Estadual
Paranaense (Crep) para a Língua Inglesa, sobre a
autonomia e o papel do professor, informe se é
verdadeiro (V) ou falso (F) para o que se afirma e
assinale a alternativa com a sequência correta.
( ) O professor tem autonomia para selecionar os gêneros discursivos a serem trabalhados, bem como o trimestre em que serão abordados, usando o quadro organizador como uma sugestão.
( ) O professor deve atuar como mediador, orientando a avaliação formativa e envolvendo os estudantes ativamente no processo de aprendizagem.
( ) O professor deve seguir rigorosamente as orientações de conteúdo para cada ano, sem a possibilidade de integrar temas de relevância social que não estejam explicitamente listados, como os relacionados aos Direitos Humanos ou à sustentabilidade.
( ) Cabe ao professor adaptar as metodologias para atender às necessidades educacionais especiais, respeitando a individualidade de cada estudante.
( ) O professor tem autonomia para selecionar os gêneros discursivos a serem trabalhados, bem como o trimestre em que serão abordados, usando o quadro organizador como uma sugestão.
( ) O professor deve atuar como mediador, orientando a avaliação formativa e envolvendo os estudantes ativamente no processo de aprendizagem.
( ) O professor deve seguir rigorosamente as orientações de conteúdo para cada ano, sem a possibilidade de integrar temas de relevância social que não estejam explicitamente listados, como os relacionados aos Direitos Humanos ou à sustentabilidade.
( ) Cabe ao professor adaptar as metodologias para atender às necessidades educacionais especiais, respeitando a individualidade de cada estudante.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257981
Pedagogia
A avaliação formativa proposta no Currículo da
Rede Estadual Paranaense (Crep) para a Língua
Inglesa envolve a análise de diferentes tipos de
conteúdo. Sendo assim, assinale a alternativa que
apresenta corretamente a diferença entre “conteúdos
procedimentais” e “conteúdos atitudinais”.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257982
Pedagogia
Sobre a premissa central da perspectiva
sociointeracionista de Vygotsky sobre a
aprendizagem infantil, assinale a alternativa que
preenche corretamente a lacuna.
O conhecimento é construído através da _________, pois “na ausência do outro, o homem não se constrói homem”.
O conhecimento é construído através da _________, pois “na ausência do outro, o homem não se constrói homem”.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257983
Pedagogia
Sobre a principal função da brincadeira no
desenvolvimento da criança, conforme a teoria de
Vygotsky, assinale a alternativa correta.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257984
Pedagogia
Ao relacionar a perspectiva sociointeracionista, o
papel da ludicidade e a função do material didático,
sobre o papel do professor no processo de ensinoaprendizagem de inglês para crianças, é possível
afirmar que
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257985
Pedagogia
Sobre a perspectiva sociointeracionista de Vygotsky,
analise as assertivas sobre a metodologia de ensino
que vincula o eixo “Oralidade” na Educação Infantil
e assinale a alternativa que aponta a metodologia
mais adequada para essa etapa da educação.
I. A metodologia deve focar na imitação de diálogos e estruturas, pois Vygotsky considera a imitação a principal promotora do desenvolvimento, alinhandose aos princípios do Método Audiolingual.
II. A metodologia deve utilizar atividades lúdicas (brincadeiras, histórias) para criar uma “zona de desenvolvimento proximal”, na qual a criança, com mediação, consegue se expressar oralmente em inglês de forma mais avançada do que faria sozinha, suprindo a falta de diretrizes específicas da BNCC.
III. A metodologia deve priorizar a exposição a conteúdos culturais de falantes nativos, pois a interação social, segundo Vygotsky, depende de um modelo hegemônico claro para ser eficaz.
IV. A metodologia deve ser estritamente individualizada, pois a “zona de desenvolvimento proximal” é um conceito que se aplica apenas à relação entre professor e um único aluno, tornando as atividades em grupo ineficazes.
V. A metodologia deve aguardar que a criança desenvolva a capacidade de reflexão e autonomia (após os 4 anos) para então iniciar o ensino de inglês, respeitando o desenvolvimento natural defendido por Vygotsky.
I. A metodologia deve focar na imitação de diálogos e estruturas, pois Vygotsky considera a imitação a principal promotora do desenvolvimento, alinhandose aos princípios do Método Audiolingual.
II. A metodologia deve utilizar atividades lúdicas (brincadeiras, histórias) para criar uma “zona de desenvolvimento proximal”, na qual a criança, com mediação, consegue se expressar oralmente em inglês de forma mais avançada do que faria sozinha, suprindo a falta de diretrizes específicas da BNCC.
III. A metodologia deve priorizar a exposição a conteúdos culturais de falantes nativos, pois a interação social, segundo Vygotsky, depende de um modelo hegemônico claro para ser eficaz.
IV. A metodologia deve ser estritamente individualizada, pois a “zona de desenvolvimento proximal” é um conceito que se aplica apenas à relação entre professor e um único aluno, tornando as atividades em grupo ineficazes.
V. A metodologia deve aguardar que a criança desenvolva a capacidade de reflexão e autonomia (após os 4 anos) para então iniciar o ensino de inglês, respeitando o desenvolvimento natural defendido por Vygotsky.
Ano: 2025
Banca:
Instituto UniFil
Órgão:
Prefeitura de Mandirituba - PR
Prova:
Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257986
Pedagogia
Sobre a relação dialética entre as atividades lúdicas
e a criação da “zona de desenvolvimento proximal”
(ZDP) no processo de ensino-aprendizagem da
língua inglesa para crianças, assinale a alternativa
que preenche corretamente a lacuna.
A atividade lúdica, ao envolver imaginação e interação, cria um espaço onde a criança age de forma mais avançada do que seu nível de desenvolvimento atual permite, resolvendo problemas em inglês com _________ e, assim, transforma o desenvolvimento _________ em desenvolvimento _________, integrando as dimensões afetiva, motora e cognitiva.
A atividade lúdica, ao envolver imaginação e interação, cria um espaço onde a criança age de forma mais avançada do que seu nível de desenvolvimento atual permite, resolvendo problemas em inglês com _________ e, assim, transforma o desenvolvimento _________ em desenvolvimento _________, integrando as dimensões afetiva, motora e cognitiva.
Conheça nossos planos