Questões de Concurso Público Prefeitura de Guararema - SP 2026 para Professor de Inglês
Foram encontradas 15 questões
Leia o texto a seguir para responder à questão.
When the covid-19 pandemic forced in-person classroom instruction to go virtual, students suddenly needed to have their own laptops or tablets in order to interact with teachers and complete assignments. In the United States (U.S.), federal pandemic funding was used to address the digital divide – the gap between students and families who had their own tablets, computers and high-speed internet, and those who did not.
While most schools resumed in-person classes by 2021, many of them continued to rely heavily on online platforms and apps to help their students do their work. Today, however, more and more U.S. schools are trying to establish clearer expectations about when technology should be used, for what purpose and at what ages. Instead of treating screens as the default tool for instruction, some schools are directing teachers to use laptops only when the technology adds clear instructional value.
In fact, the distinction between passive consumption and purposeful use is increasingly shaping school policy. Updated policies also reflect an emerging emphasis on age-appropriate screen use. For older students, technology may remain central to learning, particularly when students are using it to program, analyze data, model complex systems and critically evaluate information. Younger children, meanwhile, should have sufficient opportunities for play, conversation, movement and hands-on, “unplugged” learning, without screens.
The issue is not whether students spend more or less time using technology. It is whether the time they spend with technology helps them build understanding, solve problems, think critically and make informed decisions. The technology itself is not what improves learning. What matters is how teachers use it to engage students in deeper thinking.
(Janice Mak. https://theconversation.com, 30.07.2026. Adaptado)
Leia o texto a seguir para responder à questão.
When the covid-19 pandemic forced in-person classroom instruction to go virtual, students suddenly needed to have their own laptops or tablets in order to interact with teachers and complete assignments. In the United States (U.S.), federal pandemic funding was used to address the digital divide – the gap between students and families who had their own tablets, computers and high-speed internet, and those who did not.
While most schools resumed in-person classes by 2021, many of them continued to rely heavily on online platforms and apps to help their students do their work. Today, however, more and more U.S. schools are trying to establish clearer expectations about when technology should be used, for what purpose and at what ages. Instead of treating screens as the default tool for instruction, some schools are directing teachers to use laptops only when the technology adds clear instructional value.
In fact, the distinction between passive consumption and purposeful use is increasingly shaping school policy. Updated policies also reflect an emerging emphasis on age-appropriate screen use. For older students, technology may remain central to learning, particularly when students are using it to program, analyze data, model complex systems and critically evaluate information. Younger children, meanwhile, should have sufficient opportunities for play, conversation, movement and hands-on, “unplugged” learning, without screens.
The issue is not whether students spend more or less time using technology. It is whether the time they spend with technology helps them build understanding, solve problems, think critically and make informed decisions. The technology itself is not what improves learning. What matters is how teachers use it to engage students in deeper thinking.
(Janice Mak. https://theconversation.com, 30.07.2026. Adaptado)
Leia o texto a seguir para responder à questão.
When the covid-19 pandemic forced in-person classroom instruction to go virtual, students suddenly needed to have their own laptops or tablets in order to interact with teachers and complete assignments. In the United States (U.S.), federal pandemic funding was used to address the digital divide – the gap between students and families who had their own tablets, computers and high-speed internet, and those who did not.
While most schools resumed in-person classes by 2021, many of them continued to rely heavily on online platforms and apps to help their students do their work. Today, however, more and more U.S. schools are trying to establish clearer expectations about when technology should be used, for what purpose and at what ages. Instead of treating screens as the default tool for instruction, some schools are directing teachers to use laptops only when the technology adds clear instructional value.
In fact, the distinction between passive consumption and purposeful use is increasingly shaping school policy. Updated policies also reflect an emerging emphasis on age-appropriate screen use. For older students, technology may remain central to learning, particularly when students are using it to program, analyze data, model complex systems and critically evaluate information. Younger children, meanwhile, should have sufficient opportunities for play, conversation, movement and hands-on, “unplugged” learning, without screens.
The issue is not whether students spend more or less time using technology. It is whether the time they spend with technology helps them build understanding, solve problems, think critically and make informed decisions. The technology itself is not what improves learning. What matters is how teachers use it to engage students in deeper thinking.
(Janice Mak. https://theconversation.com, 30.07.2026. Adaptado)
Releia o seguinte trecho do terceiro parágrafo:
“For older students, technology may remain central to learning, particularly when students are using it to program, analyze data, model complex systems and critically evaluate information. Younger children, meanwhile, should have sufficient opportunities for play, conversation, movement and hands-on, ‘unplugged’ learning, without screens.”
No trecho, os verbos modais destacados expressam, respectivamente,
Leia o texto a seguir para responder à questão.
When the covid-19 pandemic forced in-person classroom instruction to go virtual, students suddenly needed to have their own laptops or tablets in order to interact with teachers and complete assignments. In the United States (U.S.), federal pandemic funding was used to address the digital divide – the gap between students and families who had their own tablets, computers and high-speed internet, and those who did not.
While most schools resumed in-person classes by 2021, many of them continued to rely heavily on online platforms and apps to help their students do their work. Today, however, more and more U.S. schools are trying to establish clearer expectations about when technology should be used, for what purpose and at what ages. Instead of treating screens as the default tool for instruction, some schools are directing teachers to use laptops only when the technology adds clear instructional value.
In fact, the distinction between passive consumption and purposeful use is increasingly shaping school policy. Updated policies also reflect an emerging emphasis on age-appropriate screen use. For older students, technology may remain central to learning, particularly when students are using it to program, analyze data, model complex systems and critically evaluate information. Younger children, meanwhile, should have sufficient opportunities for play, conversation, movement and hands-on, “unplugged” learning, without screens.
The issue is not whether students spend more or less time using technology. It is whether the time they spend with technology helps them build understanding, solve problems, think critically and make informed decisions. The technology itself is not what improves learning. What matters is how teachers use it to engage students in deeper thinking.
(Janice Mak. https://theconversation.com, 30.07.2026. Adaptado)
Leia a gravura a seguir:
(https://archive.org)
Assinale a alternativa que contém palavras nas quais os prefixos over- e under- carregam o mesmo sentido expresso em oversold e underused.
Leia os textos para responder à questão.
Text 1
A number of researchers have studied conversations between speakers of English as a Lingua Franca (EFL) and have noted a number of surprising lexico-grammatical characteristics, including:
• Increasing of redundancy by adding “inexistent” prepositions (We have to study about...).
• Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).
• Interchangeable use of the relative pronouns who and which (a book who, a boy which).
• Omission of articles where they are mandatory in nativespeaker English.
The evidence suggests that non-native speakers are not conforming to a native English standard. Truly, they seem to get along perfectly well despite the fact that they miss things out and put things in which ‘they should not do’.
(HARMER, J. The practice of English language teaching. 4th ed, Essex: Pearson Longman. Adaptado)
Text 2
Teaching and learning English as a Lingua Franca (ELF) is probably the most radical and controversial approach to emerge in recent years.
Proponents of ELF have already given some indications of how they think conventional approaches to English as a Foreign Language (EFL) should be changed. Jenkins (2000), for example, argues for different priorities in teaching English pronunciation. Teaching certain pronunciation features (which do not cause intelligibility problems), such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding.
(GRADOLL, H. English Next. UK: British Council, 2006. Adaptado)
Leia os textos para responder à questão.
Text 1
A number of researchers have studied conversations between speakers of English as a Lingua Franca (EFL) and have noted a number of surprising lexico-grammatical characteristics, including:
• Increasing of redundancy by adding “inexistent” prepositions (We have to study about...).
• Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).
• Interchangeable use of the relative pronouns who and which (a book who, a boy which).
• Omission of articles where they are mandatory in nativespeaker English.
The evidence suggests that non-native speakers are not conforming to a native English standard. Truly, they seem to get along perfectly well despite the fact that they miss things out and put things in which ‘they should not do’.
(HARMER, J. The practice of English language teaching. 4th ed, Essex: Pearson Longman. Adaptado)
Text 2
Teaching and learning English as a Lingua Franca (ELF) is probably the most radical and controversial approach to emerge in recent years.
Proponents of ELF have already given some indications of how they think conventional approaches to English as a Foreign Language (EFL) should be changed. Jenkins (2000), for example, argues for different priorities in teaching English pronunciation. Teaching certain pronunciation features (which do not cause intelligibility problems), such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding.
(GRADOLL, H. English Next. UK: British Council, 2006. Adaptado)
Leia os textos para responder à questão.
Text 1
A number of researchers have studied conversations between speakers of English as a Lingua Franca (EFL) and have noted a number of surprising lexico-grammatical characteristics, including:
• Increasing of redundancy by adding “inexistent” prepositions (We have to study about...).
• Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).
• Interchangeable use of the relative pronouns who and which (a book who, a boy which).
• Omission of articles where they are mandatory in nativespeaker English.
The evidence suggests that non-native speakers are not conforming to a native English standard. Truly, they seem to get along perfectly well despite the fact that they miss things out and put things in which ‘they should not do’.
(HARMER, J. The practice of English language teaching. 4th ed, Essex: Pearson Longman. Adaptado)
Text 2
Teaching and learning English as a Lingua Franca (ELF) is probably the most radical and controversial approach to emerge in recent years.
Proponents of ELF have already given some indications of how they think conventional approaches to English as a Foreign Language (EFL) should be changed. Jenkins (2000), for example, argues for different priorities in teaching English pronunciation. Teaching certain pronunciation features (which do not cause intelligibility problems), such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding.
(GRADOLL, H. English Next. UK: British Council, 2006. Adaptado)
Leia os textos para responder à questão.
Text 1
A number of researchers have studied conversations between speakers of English as a Lingua Franca (EFL) and have noted a number of surprising lexico-grammatical characteristics, including:
• Increasing of redundancy by adding “inexistent” prepositions (We have to study about...).
• Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).
• Interchangeable use of the relative pronouns who and which (a book who, a boy which).
• Omission of articles where they are mandatory in nativespeaker English.
The evidence suggests that non-native speakers are not conforming to a native English standard. Truly, they seem to get along perfectly well despite the fact that they miss things out and put things in which ‘they should not do’.
(HARMER, J. The practice of English language teaching. 4th ed, Essex: Pearson Longman. Adaptado)
Text 2
Teaching and learning English as a Lingua Franca (ELF) is probably the most radical and controversial approach to emerge in recent years.
Proponents of ELF have already given some indications of how they think conventional approaches to English as a Foreign Language (EFL) should be changed. Jenkins (2000), for example, argues for different priorities in teaching English pronunciation. Teaching certain pronunciation features (which do not cause intelligibility problems), such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding.
(GRADOLL, H. English Next. UK: British Council, 2006. Adaptado)
Leia o texto a seguir para responder à questão:
Kumaravadivelu’s work on language teaching aims to illustrate the emergence of a postmethod condition in the literature on teaching second/foreign languages, and has what I realize to be a very personalized vision of language teaching.
The different chapters discuss how methods evolved, and then critically assess those methods. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English Language Teaching. Postmethod pedagogies can be differentiated from methods by an emphasis on developing teachers’ skills and flexibility to meet students’ needs. Kumaravadivelu’s critique of methods is the most comprehensive and detailed I have read.
The book is divided into three major sections. The first section describes language as system, discourse and ideology. The second section provides a brief history, description, and assessment of language teaching methods and categorizes them as language-centered, learner-centered, and learningcentered. The third section, Postmethod Perspectives, discusses the parameters of postmethod pedagogy and analyses its challenges and barriers. I found this final section the most compelling reading. The postmethod condition commends strategies to “advance a context-sensitive, locationspecific pedagogy that is based on a true understanding of local linguistic, socio-cultural, and political particularities” (p. 224). An approach to language teaching that embraces such situational criteria is relevant to any teacher’s, researcher’s or attentive student’s awareness of just what is being taught and how.
(https://tesl-ej.org. Adaptado)
Leia o texto a seguir para responder à questão:
Kumaravadivelu’s work on language teaching aims to illustrate the emergence of a postmethod condition in the literature on teaching second/foreign languages, and has what I realize to be a very personalized vision of language teaching.
The different chapters discuss how methods evolved, and then critically assess those methods. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English Language Teaching. Postmethod pedagogies can be differentiated from methods by an emphasis on developing teachers’ skills and flexibility to meet students’ needs. Kumaravadivelu’s critique of methods is the most comprehensive and detailed I have read.
The book is divided into three major sections. The first section describes language as system, discourse and ideology. The second section provides a brief history, description, and assessment of language teaching methods and categorizes them as language-centered, learner-centered, and learningcentered. The third section, Postmethod Perspectives, discusses the parameters of postmethod pedagogy and analyses its challenges and barriers. I found this final section the most compelling reading. The postmethod condition commends strategies to “advance a context-sensitive, locationspecific pedagogy that is based on a true understanding of local linguistic, socio-cultural, and political particularities” (p. 224). An approach to language teaching that embraces such situational criteria is relevant to any teacher’s, researcher’s or attentive student’s awareness of just what is being taught and how.
(https://tesl-ej.org. Adaptado)
Leia o texto a seguir para responder à questão:
Kumaravadivelu’s work on language teaching aims to illustrate the emergence of a postmethod condition in the literature on teaching second/foreign languages, and has what I realize to be a very personalized vision of language teaching.
The different chapters discuss how methods evolved, and then critically assess those methods. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English Language Teaching. Postmethod pedagogies can be differentiated from methods by an emphasis on developing teachers’ skills and flexibility to meet students’ needs. Kumaravadivelu’s critique of methods is the most comprehensive and detailed I have read.
The book is divided into three major sections. The first section describes language as system, discourse and ideology. The second section provides a brief history, description, and assessment of language teaching methods and categorizes them as language-centered, learner-centered, and learningcentered. The third section, Postmethod Perspectives, discusses the parameters of postmethod pedagogy and analyses its challenges and barriers. I found this final section the most compelling reading. The postmethod condition commends strategies to “advance a context-sensitive, locationspecific pedagogy that is based on a true understanding of local linguistic, socio-cultural, and political particularities” (p. 224). An approach to language teaching that embraces such situational criteria is relevant to any teacher’s, researcher’s or attentive student’s awareness of just what is being taught and how.
(https://tesl-ej.org. Adaptado)
Leia o texto a seguir para responder à questão:
Kumaravadivelu’s work on language teaching aims to illustrate the emergence of a postmethod condition in the literature on teaching second/foreign languages, and has what I realize to be a very personalized vision of language teaching.
The different chapters discuss how methods evolved, and then critically assess those methods. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English Language Teaching. Postmethod pedagogies can be differentiated from methods by an emphasis on developing teachers’ skills and flexibility to meet students’ needs. Kumaravadivelu’s critique of methods is the most comprehensive and detailed I have read.
The book is divided into three major sections. The first section describes language as system, discourse and ideology. The second section provides a brief history, description, and assessment of language teaching methods and categorizes them as language-centered, learner-centered, and learningcentered. The third section, Postmethod Perspectives, discusses the parameters of postmethod pedagogy and analyses its challenges and barriers. I found this final section the most compelling reading. The postmethod condition commends strategies to “advance a context-sensitive, locationspecific pedagogy that is based on a true understanding of local linguistic, socio-cultural, and political particularities” (p. 224). An approach to language teaching that embraces such situational criteria is relevant to any teacher’s, researcher’s or attentive student’s awareness of just what is being taught and how.
(https://tesl-ej.org. Adaptado)
Leia os textos a seguir para responder à questão:
Texto 1
Simplified texts are those which have been made simpler so as to make it easier for learners to read them. The usual principles of simplification involve reduction in length of the text, shortening of sentences, omission or replacement of difficult words or structures, and omission of non-essential detail. Some applied linguists prefer to simplify texts by adding examples, by using repetition and paraphrase and by increasing redundant information.
(TOMLINSON, B. (ed.). Materials Development in Language Teaching. 2nd ed. Cambridge: Cambridge University Press, 2023)
Texto 2
A “dificuldade” de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
(Tony B. Sardinha. The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Taubaté: Cabral - Editora e Livraria Universitária. 2007. Adaptado)
Leia os textos a seguir para responder à questão:
Texto 1
Simplified texts are those which have been made simpler so as to make it easier for learners to read them. The usual principles of simplification involve reduction in length of the text, shortening of sentences, omission or replacement of difficult words or structures, and omission of non-essential detail. Some applied linguists prefer to simplify texts by adding examples, by using repetition and paraphrase and by increasing redundant information.
(TOMLINSON, B. (ed.). Materials Development in Language Teaching. 2nd ed. Cambridge: Cambridge University Press, 2023)
Texto 2
A “dificuldade” de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
(Tony B. Sardinha. The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Taubaté: Cabral - Editora e Livraria Universitária. 2007. Adaptado)
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