Questões de Concurso Comentadas para colégio pedro ii

Qualquer reflexão sobre o futuro dos sistemas de educação e de formação na cibercultura deve ser fundada em uma análise prévia da mutação contemporânea da relação com o saber. Em relação a isso, a primeira constatação diz respeito à velocidade de surgimento e de renovação dos saberes e savoir-faire. Pela primeira vez na história da humanidade, a maioria das competências adquiridas por uma pessoa no início de seu percurso profissional estará obsoleta no fim de sua carreira. A segunda constatação, fortemente ligada à primeira, diz respeito à nova natureza do trabalho, cuja parte de transação de conhecimentos não para de crescer. Trabalhar quer dizer, cada vez mais, aprender, transmitir saberes e produzir conhecimentos. Terceira constatação: o ciberespaço suporta tecnologias intelectuais que amplificam, exteriorizam e modificam numerosas funções cognitivas humanas (LÉVY, 1999, p. 157).

Os recursos tecnológicos que amplificam, exteriorizam e modificam a função cognitiva da percepção são

A Internet comporta diversas interfaces. Cada interface reúne um conjunto de elementos de hardware e software destinados a possibilitar aos internautas trocas, intervenções, agregações, associações e significações como autoria e coautoria

(SILVA in ALMEIDA; MORAN, 2005, p. 65).

Sobre as interfaces mencionadas, relacionadas ao ambiente educacional, analise as seguintes afirmativas:

I. O chat permite discussões temáticas e elaborações colaborativas que potencializam a socialização e impulsionam a aprendizagem, mesmo que o texto oriundo das participações seja ligeiro, não linear e próximo da linguagem oral.

II. O fórum é um espaço on-line de discussão em grupo. Com interatividade síncrona, os participantes trocam opiniões e debatem temas propostos. O estudante pode emitir opinião, argumentar, contra-argumentar e tirar dúvidas, desdobrando discussões sobre temas de aprendizagem.

III. A dinâmica e as potencialidades das interfaces como o blog e o fotolog permitem ao professor disponibilizar um campo de possibilidades, de caminhos, garantindo a produção de significações livres e plurais.

IV. O professor pode lançar mão da lista de discussão como um espaço on-line para fazer críticas, enviar avisos e potencializar a comunicação massiva, dirigindo a aprendizagem.

Estão corretas

Analisando as vantagens da utilização da lousa digital integrada ao computador (PC-3500i), é INCORRETO afirmar que este uso

Sobre o movimento Maker na educação, analise as afirmativas a seguir:

I. A apropriação do movimento Maker pela educação não apresenta uma perspectiva única. Existem diferentes caminhos: elementos da robótica, Arduino, FabLabs, impressoras 3D, softwares livres etc.

II. Busca novos usos das tecnologias digitais, possibilitando construção de projetos, fabricação de objetos, desenvolvimento da criatividade, com base no compartilhamento e na colaboração.

Sobre essas afirmativas, é correto dizer:

Um computador é formado por várias partes, chamadas de hardware. Acerca delas, foram feitas as seguintes afirmativas:

I. Como exemplo de hardware de saída de dados temos o mouse e o teclado.

II. São exemplos de hardware de saída de dados o monitor e a impressora.

III. Hardware é a parte lógica do computador.

IV. Compõem o hardware básico de um computador o gabinete, o monitor, o teclado, o sistema operacional e o mouse.

V. O hardware pode ser classificado pela função que exerce, podendo ser de entrada ou de saída de dados.

Estão corretas

Os estudantes do professor Matheus querem fazer um jornal para registrar suas produções textuais. O professor sugere que o trabalho seja realizado em um editor de textos, com orientação retrato e dividido em duas colunas. O editor de textos instalado nos computadores do colégio é o Writer. Após o usuário escolher a quantidade de colunas clicando sobre as opções, o Writer faz a distribuição na página automaticamente. Entretanto, é possível aumentar ou diminuir a largura e o espaçamento entre colunas.

Assinale a alternativa que possibilita esta tarefa.

The same word may belong to different word classes. In text 8, for example, the word "alien" is an adjective, but it could also be a noun in another context.

Select the group of words below in which there is ONE element that belongs to only one word class.

Read the sentences below and decide which ones are in accordance with the ideas presented in the text. Mark the most adequate answer A-D.

I. The internet has introduced a new relevance for learning a foreign language.

II. Practical conditions and educational relevance have justified changes to teaching.

III. The use of the English language outside schools has always been considered relevant.

IV. The author claims that reading should be the focus of teaching English in schools.

V. Producing internet related texts may be a way to empower our students.

The correct option is

TEXT 7

“This, then, is the site of resistance, change, adaptation and reformulation. It is akin to what Canagarajah (1999) in his discussion of resistance to the global spread of English describes as a ‘resistance perspective’, highlighting the ways in which postcolonial subjects ‘may find ways to negotiate, alter and oppose political structures, and reconstruct their languages, cultures and identities to their advantage. The intention is not to reject English, but to reconstitute it in more inclusive, ethical and democratic terms.”

PENNYCOOK, A. Global Englishes and Transcultural Flows. New York: Routledge, 2007, p. 29.

The sentence that best preserves the meaning of the following excerpt “The intention is not to reject English, but to reconstitute it.” is:

TEXT 6

“Probably the best-known and most often cited dimension of the WE (World Englishes) paradigm is the model of concentric circles: the ‘norm-providing’ inner circle, where English is spoken as a native language (ENL), the ‘norm-developing’ outer circle, where it is a second language (ESL), and the ‘norm-dependent’ expanding circle, where it is a foreign language (EFL). Although only ‘tentatively labelled’ (Kachru, 1985, p.12) in earlier versions, it has been claimed more recently that ‘the circles model is valid in the senses of earlier historical and political contexts, the dynamic diachronic advance of English around the world, and the functions and standards to which its users relate English in its many current global incarnations’ (Kachru and Nelson, 1996, p. 78).”

PENNYCOOK, A. Global Englishes and Transcultural Flows. New York: Routledge, 2007, p. 21.

According to the text, it is possible to say that the “circles model” established by Kachru

Ellipsis and substitution can be used as resources for avoiding repetition.

There are examples of ellipsis and substitution in the excerpt “And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it.”.

Mark the alternative that contains an example of ellipsis only.

The argument presented by Widdowson and cited in the paragraph means that

The author’s main purpose in this paragraph is to

Considering the word formation process, the prefix FORE in the words “foregoing” and “foreseeable”, used in the text, carries the same meaning as the prefixes in the following words:

The word “SO” is used anaphorically in two instances in the excerpt: “This is so because World English is a language that is in the making and, from the looks of it is bound to remain so for the foreseeable future.” They were used to refer respectively to the fact that

The sentence in which the underlined word shares the same word class as “abstractly” in “to abstractly focus on the stable characteristics defining news, comics, recipes, editorial, blogs etc” is:

In the excerpt “the treatment given to genre, especially in theories operating with the notion of textual genre, has mainly focused on genre’s stable characteristics”, the present perfect tense has been used to express the idea that the treatment given to genre

TEXT 2

“In spite of sharing Fairclough’s (1995/2010) view that the pedagogy of multiliteracies is situated in a critical language awareness perspective since its constructions parts from the problematization of work, citizenship and lifeworlds relations in the new global capitalism to propose the (re)design of meanings so as to account for the multiplicity of semiosis and lifestyles in contemporaneity, we can still notice that, in several aspects, the pedagogy designed by the New London Group legitimize some of the orders of discourse from this same capitalism it criticizes. Such a legitimation appears, for instance, in the comparison between teachers and managers used to define the notion of designer. It can also be noticed in the emphasis the Group places on the preparation for the labor market, even though the development of a metalanguage able to raise critical awareness about every practice is also emphasized. It is also worthwhile to highlight that the pedagogy of multiliteracies was thought as an educational alternative to respond to the “dramatic global economic change” we have been going through “as new business and management theories and practices emerge across the developed world” (NEW LONDON GROUP, 2000, p.10). Within this context, the fact of the multiliteracies pedagogy be constructed in the clash between legitimatizing and problematizing crystallized literacy practices from this developed world in the search of alternative life and educational designs becomes comprehensible.”

OLIVEIRA, M. B. F.; SZUNDI, P. T. C. Multiliteracies Practices at School: for a responsive education to contemporaneity.

Bakhtiniana, São Paulo, v. 9, n. 2, Jul./Dec. 2014, p. 202, 203.

According to the text, we may say that

Santos (2012) points out that a sociointeractional approach to learning occurs from the development of a context in which a more competent partner gives the learner the necessary support in the learning process, emphasizing the idea that the learning process is always mediated. Such mediation involves the interaction between teachers, students, resources and teaching materials. Still, on the relevant aspects of the sociointeractional approach to learning, the author mentions Vygotsky's notion that language is the most important mediating tool. Therefore, thinking, reading, writing, and talking about a specific topic have an important impact on our understanding of the world.

Thus, regarding the teaching and learning of reading from a sociointeractional perspective and the role strategies have in that process, it is possible to draw some conclusions. Read the conclusions below, decide which ones are in accordance with that approach and mark the most adequate answer A – D.

I. Developing learner strategies in the foreign language reading class implies that the learner will be at the centre and in control of the use of strategies, being the agent of his/her strategic decisions.

II. Since the 1990s, reading has come to be understood as a complex and dynamic activity that involves not only bottom-up and top-down cognitive processes, but also other contextual elements such as the reader's experience with other texts, the medium in which the text is written and the reader's decisions, as well as the reading strategies that he/she uses.

III. Successful readers often focus their attention on the general meaning of the text, but always use the dictionary when they encounter unfamiliar words. They also seek to break up word groups into single words to improve their comprehension.

IV. Activation of the student's prior knowledge of a subject, attention to the title of the text, its images, as well as typographic marks (font type, bold, italics, etc.) and identification of the textual genre are important pre-reading strategies that can lead the learner to formulate successful hypotheses about the text, making it easier to understand.

The correct option is

Consider the excerpt “It’s to the organization’s credit that it’s saying that it shouldn’t be tolerated”.

The subjunctive mood has been correctly used to rephrase it in all the sentences, EXCEPT