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Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826816
Inglês
Developing coherent and cohesive texts is a key competency in language learning, requiring the correct use of linking words to establish logical relationships between ideas. Analyze the following statements regarding the function of connectors in text production.
I.The connector "However" introduces a contrast or contradiction to the previous statement.
II.The connector "Therefore" indicates a conclusion or result following the previous statement.
III.The connector "Furthermore" introduces an opposing viewpoint to refute an argument.
Is what is stated correct in:
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826815
Inglês
Context clues are essential strategies for reading
comprehension, allowing learners to infer the meaning of
polysemous words without consulting a dictionary
immediately. In the sentence "The bank of the river was
flooded after the heavy storm," the word "bank" assumes
a specific geographical meaning. Select the alternative
that correctly defines "bank" in this sentence.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826814
Inglês
When teaching writing for everyday situations, it is
essential to address the concept of register, ensuring that
the tone is appropriate for the target audience. If a
student is required to write a formal letter of complaint to
a company regarding a defective product, the closing
salutation must match the formality of the content. Select
the alternative that presents the most appropriate closing
for a formal letter that begins with "Dear Sir or Madam,".
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826813
Inglês
Textual cohesion depends on the use of reference words to link sentences and avoid repetition, creating a unified whole. Regarding the concepts of anaphora and cataphora in text comprehension, mark T for True and F for False:
(__)Anaphora occurs when a pronoun refers back to a word or phrase mentioned earlier in the text (e.g., "Mary arrived. She was tired.").
(__)Cataphora occurs when a pronoun refers forward to a word or phrase that will be mentioned later (e.g., "When he arrived, John was tired.").
(__)Reference words such as "this", "that", "these", and "those" cannot be used to establish cohesion in a text.
(__)Recognizing referential ties is essential for understanding the logical flow and meaning of a paragraph.
Choose the alternative that presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826812
Inglês
Phonological awareness is crucial for avoiding
communication breakdowns, especially when dealing
with minimal pairs, which are words that differ by only
one phoneme but have distinct meanings. A teacher is
planning a pronunciation class to help students
distinguish between voiced and voiceless interdental
fricatives /ð/ and / θ/. Select the alternative that presents a
minimal pair distinguished solely by this specific
phonological contrast.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826811
Inglês
The role of English as a Lingua Franca (ELF) challenges the traditional native-speaker ideal, shifting the pedagogical focus towards intelligibility and cultural fluidity in global interactions. Regarding the implications of ELF for teaching culture in the English classroom, mark T for True and F for False in the following statements:
(__)ELF pedagogy prioritizes the ability to accommodate and negotiate meaning across diverse cultural backgrounds over the imitation of native-speaker cultural norms.
(__)Teaching culture in an ELF context implies presenting the culture of the United Kingdom or the United States as the sole correct model for social behavior.
(__)Intercultural awareness in ELF involves reflecting on how one's own cultural background influences communication with speakers from different origins.
(__)In the ELF perspective, cultural misunderstandings should be ignored to maintain the flow of conversation without interruption.
Choose the alternative that presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826810
Inglês
Phrasal verbs are a prime example of how combining a verb with a particle can create multiple meanings, often idiomatic, which challenge learners of English as a second language. Regarding the contextual meanings of the verb "take" combined with different particles, mark T for True and F for False:
(__)"Take after" means to resemble a parent or ancestor in appearance or character.
(__)"Take off" can mean to remove clothing or for an aircraft to leave the ground.
(__)"Take over" means to assume control or responsibility for something.
(__)"Take up" means to refuse an offer or invitation politely.
Choose the alternative that presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826809
Inglês
Reading strategies are cognitive tools that students use
to comprehend text efficiently, adapting their reading
style according to their purpose. If a student is looking
through a movie schedule solely to find the starting time
of a specific film, ignoring the plot summaries and
reviews, they are applying a specific strategy. Select the
alternative that correctly identifies this reading strategy.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826808
Inglês
In the context of English Language Teaching (ELT), the
concept of Intercultural Communicative Competence
(ICC) proposed by authors like Michael Byram
emphasizes that learning a language is inseparable from
understanding its culture. When a teacher promotes
activities that require students to mediate between their
own culture and the target culture, avoiding essentialist
stereotypes, they are fostering a specific skill. Select the
alternative that correctly identifies the component of
Byram's model related to the ability to interpret a
document or event from another culture, to explain it and
relate it to documents or events from one's own.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826807
Inglês
Inferential comprehension goes beyond the literal
meaning of the text, requiring the reader to combine prior
knowledge with textual clues to deduce implicit
information. Read the following excerpt: "John looked at
the thermometer, grabbed his heavy coat and scarf, and
braced himself before opening the door." Choose the
alternative that best describes the inference a reader
should make about the setting.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826806
Inglês
Homophones are words that share the same pronunciation but have different spellings and meanings, often causing confusion in writing and listening comprehension. Analyze the following statements regarding specific pairs of homophones in English.
I.The words "flower" (reproductive part of a plant) and "flour" (powder made from grain) are homophones in Standard English pronunciation.
II.The words "bare" (naked/uncovered) and "bear" (the animal/to carry) are homophones.
III.The words "content" (satisfied) and "content" (substance/topics) are homophones.
Is what is stated correc in:
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826805
Inglês
Polysemy refers to the capacity of a word to have
multiple related meanings, which can only be determined
through the context in which it appears. Consider the
word "run" in the following sentence: "The candidate
decided to run for office in the upcoming local elections."
Choose the alternative that best defines the meaning of
"run" in this specific context.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825696
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
In text 11A2-II, the BNCC’s pedagogical conception is criticized
for assuming the existence of a “Cartesian reader.” It is correct to
conclude from the text that the key characteristic of this idealized
reader is
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825695
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
In the fourth paragraph of text 11A2-II, Szundy argues that there
is an aspect in the BNCC English language component that
incites students to become independent entrepreneurs while
ignoring the underlying social structures that foster inequality.
That aspect, according to Szundy, is the
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825694
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the key contradiction Szundy finds in
the BNCC’s English language component, particularly in 6th
grade skills, is
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825693
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the BNCC’s inclusion of an
intercultural axis, which values plural ways of being in the world,
is viewed by Szundy as a feature that
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825692
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to the first paragraph of text 11A2-II, educators and
researchers’ concern about the BNCC is that it reflects a
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825691
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
According to the sixth paragraph of text 11A2-I, the concept of
multivoicedness specifically highlights an aspect of language
within discursive spaces. That aspect is the
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825690
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
Based on text 11A2-I, choose the option that presents the
dimension of heteroglossia that refers to the coexistence of
different speech types or discourses associated with particular
social spheres.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825689
Inglês
Texto associado
Text 11A2-I
The exploration of bilingual education in Brazil reveals a
landscape filled with significant challenges and promising
possibilities. Inequalities between private institutions and the
public sector perpetuate socioeconomic gaps and limited access
to it.
Despite the increasing presence of bilingual education,
many programs continue to operate under a monolingual mindset
that emphasizes strict separation between languages and
prioritizes linguistic accuracy over communicative practices. This
perspective limits students’ opportunities to engage dynamically
with multiple languages and hinders their development of
linguistic mobility. To move beyond these limitations, it is
crucial to foster intercultural competences. To do so, creating
spaces where students can appreciate and interact with cultural
and linguistic diversity becomes essential.
Central to this discussion is the concept of “funds of
perezhivanie”, which integrates various theoretical and practical
elements, encompassing experiences, knowledge, potentials,
values, and emotions of individuals or groups accumulated
throughout their lives. By recognizing these diverse experiences,
educators can create a more inclusive and responsive educational
environment that values the cultural and experiential diversity of
students.
The concept of “interculturality” is also significant for our
context. By exploring strategies for intercultural education, we
conceive bilingual education as a possibility for the formation of
subjects with an intercultural stance and with greater willingness
and knowledge to face the inequalities imposed by our society.
Crafting bilingual identities, in this sense, means forging spaces
for the construction of intercultural and critical curricula. So
interculturality, from the perspective we adopt, is not a
theoretical position or a dialogue between cultures or
philosophical traditions but a “position” or “disposition,” a “way
of life”. An attitude of willingness to live “our” identity
references in relation to “others” that opens the human
experience toward a process of relearning and of cultural and
contextual relocation, which allows us to perceive cultural
illiteracies.
This leads us to the second challenge faced by public
bilingual schools that can contribute to the formation of
empowered and agentive global citizens: the need to move
toward heteroglossic perspectives.
Heteroglossia is here understood in a broad sense, drawing
on Bakhtin’s view of language as inherently plural, layered, and
dynamic. According to Busch, this concept encompasses three
interrelated dimensions: 1) Multidiscursivity refers to the
coexistence of distinct speech types or discourses associated with
particular social spheres, time periods, professions, or
communities; 2) Multivoicedness highlights the presence of
diverse individual voices within these discursive spaces. Every
utterance is situated on the boundary between self and other and
becomes meaningful only when appropriated and reaccentuated
by the speaker; and 3) Linguistic diversity points to the
multiplicity of languages and language varieties shaped by social
differentiation.
Framing bilingual education through heteroglossic lenses
challenges dominant monolingual and homogenizing ideologies.
It invites schools to cultivate spaces where varied discourses,
voices, and languages can coexist, interact, and contribute to the
construction of knowledge.
Internet: <jstor.org/stable> (adapted).
In its fourth paragraph, text 11A2-I defines ‘interculturality’
primarily as a ‘position’ or ‘disposition’ that involves
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