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Q4345138
Artes Cênicas História e Atualidades das Artes Cênicas , Linguagem e Encenação Teatral ,
Ano: 2026 Banca: Prefeitura de Bauru - SP Órgão: Prefeitura de Bauru - SP Prova: Prefeitura de Bauru - SP - 2026 - Prefeitura de Bauru - SP - Professor Substituto de Educação Básica - Fundamental - 6º ao 9º Ano - Arte |
Q4345138 Artes Cênicas
O teatro elizabetano desenvolveu-se em diálogo com tradições clássicas e continentais, mas consolidou procedimentos dramatúrgicos e cênicos próprios. Destacam-se, entre outros aspectos, a liberdade de Shakespeare diante das regras clássicas, a rapidez e fragmentação da ação, a importância da palavra e a participação da imaginação do espectador na construção do universo representado.

Considerando essas características, assinale a alternativa CORRETA. 
Alternativas
Q4345137
Artes Cênicas Artes Cênicas e Educação , Educação Teatral , Práticas Pedagógicas em Artes Cênicas , Linguagem e Encenação Teatral
Ano: 2026 Banca: Prefeitura de Bauru - SP Órgão: Prefeitura de Bauru - SP Prova: Prefeitura de Bauru - SP - 2026 - Prefeitura de Bauru - SP - Professor Substituto de Educação Básica - Fundamental - 6º ao 9º Ano - Arte |
Q4345137 Artes Cênicas
A concepção de jogos teatrais apresentada por Viola Spolin (2012) atribui à experiência, à liberdade e à interação entre os participantes funções específicas no processo educativo. A respeito dessa perspectiva, analise as afirmações a seguir.

I. A intuição é compreendida como dimensão da experiência que pode emergir quando o participante se envolve espontaneamente com a situação, não sendo tratada como atributo excepcional reservado a indivíduos especialmente dotados.
II. A transformação característica do jogo teatral ultrapassa uma operação exclusivamente intelectual, podendo decorrer do movimento físico e da circulação de energia entre os participantes, o que evidencia a dimensão relacional e corporal da experiência teatral.
III. A liberdade necessária ao desenvolvimento do jogador é concebida como autonomia individual absoluta; por essa razão, responsabilidade comunitária, regras e interação social devem ser minimizadas para que não interfiram na espontaneidade.

Assinale a alternativa CORRETA.
Alternativas
Q4345136
Artes Visuais História, Estética e Crítica das Artes Visuais ,
Ano: 2026 Banca: Prefeitura de Bauru - SP Órgão: Prefeitura de Bauru - SP Prova: Prefeitura de Bauru - SP - 2026 - Prefeitura de Bauru - SP - Professor Substituto de Educação Básica - Fundamental - 6º ao 9º Ano - Arte |
Q4345136 Artes Visuais
Roberto Conduru (2010) problematiza a tendência de se definir a arte afro-brasileira apenas pela origem étnica de seus produtores. Ao analisar diferentes artistas e períodos históricos, o autor demonstra que as conexões entre arte, África e Brasil constituem um campo complexo de intercâmbios culturais, religiosos e políticos.

Com base nessa perspectiva, assinale a alternativa CORRETA.
Alternativas
Q4345135
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345135 Inglês
Q40.png (412×277)
(Adapted from https://br.pinterest.com/pin/48132289740225210/ using AI)

Considering the multimodal construction of this meme, which of the following statements best explains the central critical message conveyed by the image labelled “How it really is in everyday life” in relation to the other five images?
Alternativas
Q4345134
Inglês Substantivos e compostos | Nouns and compounds ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345134 Inglês
Read text below and answer question accordingly.


English Language Teaching in Brazil: A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.


(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)
In the sentence “The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education”, the word ‘effectiveness’ is
Alternativas
Q4345133
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Presente simples | Simple present , Presente progressivo | Present continuous , Presente perfeito | Present perfect , Passado simples | Simple past
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345133 Inglês
Read text below and answer question accordingly.


English Language Teaching in Brazil: A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.


(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)
Number the following Verb Tenses (in Column B) according to the sentences (in Column A). Choose the option that corresponds to the correct sequence.

Column A

( 1 ) This fact relates to a gap in foreign language teaching policy documents.
( 2 ) […] and it is treating it as a tool for citizenship.
( 3 ) A recent reform in 2017 has added that English […]
( 4 ) Previous versions of LDB, however, did not mandate the teaching of English […]

Column B

( ) Present Perfect
( ) Present Continuous
( ) Present Simple
( ) Past Simple
Alternativas
Q4345132
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345132 Inglês
Read text below and answer question accordingly.


English Language Teaching in Brazil: A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.


(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)
Mark the following statements as True (T) or False (F) based on text. Choose the option that corresponds to the correct sequence.

( ) The LDB made foreign languages mandatory for all high school students.
( ) Most Brazilian schools have high-tech audiovisual equipment preinstalled in every classroom.
( ) The perception that English is only learned in private centers is linked to limited results of past educational laws.
( ) The intercultural approach aims to make English lessons more socially relevant.
Alternativas
Q4345131
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345131 Inglês
Read text below and answer question accordingly.


English Language Teaching in Brazil: A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.


(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)
According to text and BNCC principles, the "intercultural approach" is recommended in order to 
Alternativas
Q4345130
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345130 Inglês
Read text below and answer question accordingly.


English Language Teaching in Brazil: A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.


(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)
According to text, the low percentage of English speakers in Brazil is primarily attributed to
Alternativas
Q4345129
Inglês Verbos | Verbs , Verbos modais | Modal verbs ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345129 Inglês
Read text below and answer questionão accordingly.


The Future of Language Education: Teachers’ Perceptions About the Surge of Large Language Models like ChatGPT


(1) Large Language Models (LLMs) like ChatGPT have been described as a disruptive technology — an innovation that significantly alters or even revolutionises an existing industry, often introducing new approaches, challenging established methodologies, or interpreting older methods as obsolete.

(2) LLMs are computational models that have the capability to understand and generate human language. This capacity to generate human language has the potential to transform language teaching and learning.

(3) Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback. In second language (L2) classes, teachers could use these models to explain grammar, propose improvements in grammar and style, and facilitate conversational practice. These affordances are an advantage to instructors, saving them time and providing personalised instructional support, and many educators are excited to try working with LLMs.

(4) But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning. Fear of new technologies is not uncommon because they require educators to adapt, which can be intimidating; educators may question their pedagogical effectiveness or the loss of human interaction.

(5) The results of a survey conducted with 65 language instructors showed mixed feelings: ranging from excitement for the pedagogical potential of ChatGPT to fear of potential academic dishonesty and job security.

(6) Importantly, those who had previously engaged with the tool expressed greater enthusiasm for its wider application compared to their counterparts with no such experience. This suggests that familiarity may mitigate apprehension and foster a more optimistic outlook on the potential of ChatGPT in educational settings. Whether language instructors are in admiration or fear of ChatGPT, Artificial Intelligence (AI) tools are here to stay — rather than ignore them, we must quickly learn to use them, understand the challenges and benefits, and develop both instructional approaches and policies.


(Adapted from: ZIMOTTI, G.; FRANCES, C.; WHITAKER, L. Technology in Language Teaching & Learning. Technology in Language Teaching & Learning, v. 6, n. 2, p. 1-24, 2024. Disponível em: https://doi.org/10.29140/tltl.v6n2.1136. Acesso em: 30 maio 2026.)
In paragraph 6, the sentence “[…] we must quickly learn to use them […]” could be correctly transformed into a question without changing its meaning in the option:
Alternativas
Q4345128
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345128 Inglês
Read text below and answer questionão accordingly.


The Future of Language Education: Teachers’ Perceptions About the Surge of Large Language Models like ChatGPT


(1) Large Language Models (LLMs) like ChatGPT have been described as a disruptive technology — an innovation that significantly alters or even revolutionises an existing industry, often introducing new approaches, challenging established methodologies, or interpreting older methods as obsolete.

(2) LLMs are computational models that have the capability to understand and generate human language. This capacity to generate human language has the potential to transform language teaching and learning.

(3) Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback. In second language (L2) classes, teachers could use these models to explain grammar, propose improvements in grammar and style, and facilitate conversational practice. These affordances are an advantage to instructors, saving them time and providing personalised instructional support, and many educators are excited to try working with LLMs.

(4) But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning. Fear of new technologies is not uncommon because they require educators to adapt, which can be intimidating; educators may question their pedagogical effectiveness or the loss of human interaction.

(5) The results of a survey conducted with 65 language instructors showed mixed feelings: ranging from excitement for the pedagogical potential of ChatGPT to fear of potential academic dishonesty and job security.

(6) Importantly, those who had previously engaged with the tool expressed greater enthusiasm for its wider application compared to their counterparts with no such experience. This suggests that familiarity may mitigate apprehension and foster a more optimistic outlook on the potential of ChatGPT in educational settings. Whether language instructors are in admiration or fear of ChatGPT, Artificial Intelligence (AI) tools are here to stay — rather than ignore them, we must quickly learn to use them, understand the challenges and benefits, and develop both instructional approaches and policies.


(Adapted from: ZIMOTTI, G.; FRANCES, C.; WHITAKER, L. Technology in Language Teaching & Learning. Technology in Language Teaching & Learning, v. 6, n. 2, p. 1-24, 2024. Disponível em: https://doi.org/10.29140/tltl.v6n2.1136. Acesso em: 30 maio 2026.)
In the sentence “But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning”, the word ‘fearful’ 
Alternativas
Q4345127
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345127 Inglês
Read text below and answer questionão accordingly.


The Future of Language Education: Teachers’ Perceptions About the Surge of Large Language Models like ChatGPT


(1) Large Language Models (LLMs) like ChatGPT have been described as a disruptive technology — an innovation that significantly alters or even revolutionises an existing industry, often introducing new approaches, challenging established methodologies, or interpreting older methods as obsolete.

(2) LLMs are computational models that have the capability to understand and generate human language. This capacity to generate human language has the potential to transform language teaching and learning.

(3) Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback. In second language (L2) classes, teachers could use these models to explain grammar, propose improvements in grammar and style, and facilitate conversational practice. These affordances are an advantage to instructors, saving them time and providing personalised instructional support, and many educators are excited to try working with LLMs.

(4) But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning. Fear of new technologies is not uncommon because they require educators to adapt, which can be intimidating; educators may question their pedagogical effectiveness or the loss of human interaction.

(5) The results of a survey conducted with 65 language instructors showed mixed feelings: ranging from excitement for the pedagogical potential of ChatGPT to fear of potential academic dishonesty and job security.

(6) Importantly, those who had previously engaged with the tool expressed greater enthusiasm for its wider application compared to their counterparts with no such experience. This suggests that familiarity may mitigate apprehension and foster a more optimistic outlook on the potential of ChatGPT in educational settings. Whether language instructors are in admiration or fear of ChatGPT, Artificial Intelligence (AI) tools are here to stay — rather than ignore them, we must quickly learn to use them, understand the challenges and benefits, and develop both instructional approaches and policies.


(Adapted from: ZIMOTTI, G.; FRANCES, C.; WHITAKER, L. Technology in Language Teaching & Learning. Technology in Language Teaching & Learning, v. 6, n. 2, p. 1-24, 2024. Disponível em: https://doi.org/10.29140/tltl.v6n2.1136. Acesso em: 30 maio 2026.)
Which statement best describes the difference between professionals who had had previous experience with ChatGPT and those who had not, as presented by the authors? 
Alternativas
Q4345126
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Verbos modais | Modal verbs ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345126 Inglês
Read text below and answer questionão accordingly.


The Future of Language Education: Teachers’ Perceptions About the Surge of Large Language Models like ChatGPT


(1) Large Language Models (LLMs) like ChatGPT have been described as a disruptive technology — an innovation that significantly alters or even revolutionises an existing industry, often introducing new approaches, challenging established methodologies, or interpreting older methods as obsolete.

(2) LLMs are computational models that have the capability to understand and generate human language. This capacity to generate human language has the potential to transform language teaching and learning.

(3) Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback. In second language (L2) classes, teachers could use these models to explain grammar, propose improvements in grammar and style, and facilitate conversational practice. These affordances are an advantage to instructors, saving them time and providing personalised instructional support, and many educators are excited to try working with LLMs.

(4) But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning. Fear of new technologies is not uncommon because they require educators to adapt, which can be intimidating; educators may question their pedagogical effectiveness or the loss of human interaction.

(5) The results of a survey conducted with 65 language instructors showed mixed feelings: ranging from excitement for the pedagogical potential of ChatGPT to fear of potential academic dishonesty and job security.

(6) Importantly, those who had previously engaged with the tool expressed greater enthusiasm for its wider application compared to their counterparts with no such experience. This suggests that familiarity may mitigate apprehension and foster a more optimistic outlook on the potential of ChatGPT in educational settings. Whether language instructors are in admiration or fear of ChatGPT, Artificial Intelligence (AI) tools are here to stay — rather than ignore them, we must quickly learn to use them, understand the challenges and benefits, and develop both instructional approaches and policies.


(Adapted from: ZIMOTTI, G.; FRANCES, C.; WHITAKER, L. Technology in Language Teaching & Learning. Technology in Language Teaching & Learning, v. 6, n. 2, p. 1-24, 2024. Disponível em: https://doi.org/10.29140/tltl.v6n2.1136. Acesso em: 30 maio 2026.)
In paragraph 3, the text states: "Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback." What does the modal verb ‘can’ express in this context? 
Alternativas
Q4345125
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345125 Inglês
Read text below and answer questionão accordingly.


The Future of Language Education: Teachers’ Perceptions About the Surge of Large Language Models like ChatGPT


(1) Large Language Models (LLMs) like ChatGPT have been described as a disruptive technology — an innovation that significantly alters or even revolutionises an existing industry, often introducing new approaches, challenging established methodologies, or interpreting older methods as obsolete.

(2) LLMs are computational models that have the capability to understand and generate human language. This capacity to generate human language has the potential to transform language teaching and learning.

(3) Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback. In second language (L2) classes, teachers could use these models to explain grammar, propose improvements in grammar and style, and facilitate conversational practice. These affordances are an advantage to instructors, saving them time and providing personalised instructional support, and many educators are excited to try working with LLMs.

(4) But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning. Fear of new technologies is not uncommon because they require educators to adapt, which can be intimidating; educators may question their pedagogical effectiveness or the loss of human interaction.

(5) The results of a survey conducted with 65 language instructors showed mixed feelings: ranging from excitement for the pedagogical potential of ChatGPT to fear of potential academic dishonesty and job security.

(6) Importantly, those who had previously engaged with the tool expressed greater enthusiasm for its wider application compared to their counterparts with no such experience. This suggests that familiarity may mitigate apprehension and foster a more optimistic outlook on the potential of ChatGPT in educational settings. Whether language instructors are in admiration or fear of ChatGPT, Artificial Intelligence (AI) tools are here to stay — rather than ignore them, we must quickly learn to use them, understand the challenges and benefits, and develop both instructional approaches and policies.


(Adapted from: ZIMOTTI, G.; FRANCES, C.; WHITAKER, L. Technology in Language Teaching & Learning. Technology in Language Teaching & Learning, v. 6, n. 2, p. 1-24, 2024. Disponível em: https://doi.org/10.29140/tltl.v6n2.1136. Acesso em: 30 maio 2026.)
The text describes Large Language Models (LLMs) as a "disruptive technology." Based on the argument provided in paragraph 1, which of the following scenarios best illustrates why LLMs can be considered disruptive in the context of language education? 
Alternativas
Q4345124
Pedagogia Tecnologias Educacionais , As Tecnologias da Comunicação e Informação nas Práticas Educativas ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345124 Pedagogia
Uma professora propôs que os estudantes investigassem problemas ambientais da comunidade, utilizassem ferramentas digitais para coletar dados, produzissem materiais colaborativos e apresentassem soluções fundamentadas em evidências.

A situação descrita evidencia uma prática pedagógica que
Alternativas
Q4345123
Pedagogia Currículo (Teoria e Prática) , Concepções de currículo , Currículo e Diversidade , Avaliação Educacional , Avaliação Escolar e suas Implicações Pedagógicas , Funções da Avaliação Escolar e a Análise dos Resultados
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345123 Pedagogia
Considerando as Diretrizes Curriculares Nacionais (DCNs), analise as afirmativas a seguir.

I. A proposta pedagógica deve articular conhecimentos historicamente construídos com as experiências e os contextos socioculturais dos estudantes, favorecendo a atribuição de sentidos às aprendizagens.
II. A avaliação institucional e a avaliação da aprendizagem, embora possuam finalidades distintas, podem contribuir conjuntamente para a revisão e o aperfeiçoamento das práticas pedagógicas da escola.
III. A organização curricular orientada pelas Diretrizes Curriculares Nacionais pressupõe a valorização da diversidade, prescindindo da consideração das especificidades locais, culturais e regionais.

É correto o que se afirma em:
Alternativas
Q4345122
Pedagogia Temas Educacionais Pedagógicos , Direitos Humanos ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345122 Pedagogia
Com base nas Resoluções CNE/CP nº 1/2004 e nº 1/2012, julgue as afirmativas a seguir, usando (V) para Verdadeiras ou (F) para Falsas.

( ) A Educação das Relações Étnico-Raciais visa contribuir para a valorização da história e da cultura afro-brasileira e africana, bem como para o enfrentamento do racismo e da discriminação.
( ) A abordagem da Educação em Direitos Humanos e da Educação das Relações ÉtnicoRaciais pode ser substituída por ações pontuais e comemorativas, desde que aprovadas pelo conselho escolar.
( ) A abordagem da História e Cultura AfroBrasileira e Africana deve integrar o currículo escolar, especialmente nas áreas de Educação Artística, Literatura e História Brasileira.

A sequência correta é:
Alternativas
Q4345121
Pedagogia Legislação da Educação , Lei nº 9.394 de 1996 - Lei de Diretrizes e Bases da Educação Nacional (LDBEN) e suas alterações , Avaliação Educacional , Funções da Avaliação Escolar e a Análise dos Resultados , Base Nacional Comum Curricular - BNCC
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345121 Pedagogia
Uma equipe pedagógica defendeu que a função principal da avaliação é classificar os estudantes ao final de cada período letivo, utilizando exclusivamente provas padronizadas. Outra equipe argumentou que a avaliação deve fornecer informações para orientar intervenções pedagógicas e acompanhar o desenvolvimento das aprendizagens ao longo do processo.

Considerando a BNCC e a Lei nº 9.394/1996 (LDB), a segunda posição encontra respaldo normativo porque
Alternativas
Q4345120
Estatuto da Pessoa com Deficiência - Lei nº 13.146 de 2015 Direitos Fundamentais no Estatuto da Pessoa com Deficiência , Disposições Preliminares, Igualdade, Não-Discriminação e Atendimento Prioritário , Direito à Educação , Acessibilidade
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345120 Estatuto da Pessoa com Deficiência - Lei nº 13.146 de 2015
Durante a elaboração do Projeto Político-Pedagógico, uma escola discutiu medidas voltadas aos estudantes com deficiência. Entre as propostas apresentadas, constavam:

I. Garantir condições de acessibilidade física, comunicacional e pedagógica.
II. Cobrar taxa suplementar, para custear adaptações específicas, das famílias que não disponibilizam um acompanhante especializado para dar apoio ao estudante.
III. Assegurar a participação dos estudantes com deficiência em atividades escolares em igualdade de condições com os demais alunos.
IV. Condicionar a matrícula à comprovação de autonomia do estudante para execução das atividades propostas. 

À luz da Lei Brasileira de Inclusão da Pessoa com Deficiência, estão compatíveis com essa legislação apenas as propostas:
Alternativas
Q4345119
Geografia População , Crescimento , Conceitos Demográficos ,
Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |
Q4345119 Geografia
“Em 2024, a taxa de mortalidade infantil no Brasil foi de 12,6 óbitos por mil nascidos vivos. O número repete o resultado de 2022 e 2023.”
Fonte: https://www.fadc.org.br/noticias/mortalidade-infantil-brasil

A correlação da informação acima com o Panorama de Saúde de Buriticupu, apresentado pelo Instituto Brasileiro de Geografia e Estatística (IBGE), referente ao índice de mortalidade infantil em 2023, coloca o município em uma condição
Alternativas
Respostas
18341: D
18342: B
18343: C
18344: E
18345: D
18346: A
18347: C
18348: E
18349: B
18350: E
18351: B
18352: D
18353: A
18354: B
18355: A
18356: B
18357: A
18358: B
18359: C
18360: D
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