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Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455683
Engenharia de Software
Ao trabalhar no ambiente GIT, é possível manter o controle das
ramificações utilizando um mecanismo especifico denominado:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455682
Engenharia de Software
Um desenvolvedor de aplicativos está utilizando o sistema de
controle de versão GIT. Esse programador vai fazer uso de uma
ferramenta de administração de ramificações de uso geral do GIT,
que vai permitir criar ambientes de desenvolvimento isolados em
um único repositório. O comando GIT usado para isso é o:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455681
Banco de Dados
Um servidor do sistema gerenciador de banco de dados
MySQL recebeu uma consulta feita por um usuário. Para que a
consulta possa ser respondida, o MySQL trabalha com uma série
de etapas, de modo a processar essa solicitação. Uma das etapas
diz respeito a determinar a melhor estratégia para a execução
final dessa consulta, considerando os índices usados, as chaves,
as estatísticas e outras informações relevantes. No MySQL, essa
etapa é conhecida como:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455680
Banco de Dados
Em um ambiente de rede, com sistema operacional Linux,
foi instalado o Sistema gerenciador de banco de dados (SGBD)
MySQL. No momento, estão sendo realizados testes para
verificar a conexão do cliente MySQL com o servidor MySQL.
Essas conexões precisam de alguns parâmetros para serem
estabelecidas, sendo eles:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455679
Banco de Dados
Um administrador de dados está confeccionando um banco
de dados (BD) a ser inserido em um sistema gerenciador de banco
de dados (SGBD). No momento, ele está trabalhando no projeto
desse BD e está na fase de construir o modelo de mais alto nível,
ou seja, aquele que está mais próximo da realidade dos usuários,
que tem um alto nível de abstração, e representa os requisitos do
sistema, extraídos na fase de levantamento de requisitos. Esse
modelo é conhecido como:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455678
Banco de Dados
Um usuário do Postgres vai utilizar uma função desse sistema
de banco de dados, que executa um cálculo em um conjunto de
linhas da tabela, que estão, de alguma forma, relacionadas a uma
linha indicada. Essa função, no Postgres, é denominada:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455677
Banco de Dados
Um administrador de banco de dados instalou o Postgres
em um servidor com sistema operacional Linux. Após instalar o
sistema Postgres, ele criou o banco de dados XPTO. O comando
dado foi o:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455676
Programação
Um programador de página para internet vai utilizar um
modelo de arquitetura criado para garantir a integração entre
sistemas Web, conhecido como REST. Para fazer uma API REST
interfacear dados, uma das etapas é:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455673
Programação
Quando um desenvolvedor de softwares voltados à
orientação a objeto faz uso de modelos simplificados de entidades
complexas do mundo real, focando apenas nos aspectos que
são importantes para a aplicação sendo desenvolvida, ele está
utilizando a característica de Orientação a Objeto chamada de:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455672
Banco de Dados
Um programador de banco de dados (BD) deseja inserir o
registro (‘012’, ‘JJJ’,’programador’) na Tabela ‘Funcionario’ de um
BD, que tem os campos ‘código’, ‘nome’ e ‘funcao’. Ele vai usar,
para isso, comandos do SQL. No caso, o comando para essa
ação é:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455671
Redes de Computadores
Um programador de páginas Web deseja realizar uma
requisição cliente-servidor com HTTP, de modo a solicitar
uma representação de um recurso especificado, utilizando tal
requisição para recuperar dados. Essa requisição é do tipo:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455670
Banco de Dados
Um usuário de um sistema de banco de dados deseja utilizar
o comando SQL para apagar uma tabela de um banco de dados.
Esse comando SQL é o:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455668
Programação
Seja o seguinte código Python:
import math
dado = int (input('limite: '))
B: int = dado + 3
if B <= 12:
Aux = 30 + B
if B > 12:
Aux = 21 + B
print (Aux)
Ao se executar esse código, se a variável “dado” receber o valor 23, a variável “Aux” será exibida com valor:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455667
Arquitetura de Software
Uma empresa desenvolvedora de sistemas para web vai
passar a usar o framework Django 4. Esse framework apresenta
uma arquitetura dividida nas camadas:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455666
Sistemas Operacionais
Uma empresa deseja utilizar um aplicativo, de modo que ele
funcione em diferentes sistemas como VPS, usando containers
do tipo Docker. Isso significa que o Docker:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455665
Programação
Em um computador com sistema operacional Linux, foi criado o seguinte código bash:
#!/bin/bash
calculo(){
calc=$(($1*($2-$3)))
return $calc }
read -p "Entre com numero: " int1
read -p "Entre com numero: " int2
read -p "Entre com numero: " int3
add $int1 $int2 $int3
echo "Resultado: " $?
Entrando com valores 2, 4 e 3 (nessa ordem), ao executar esse arquivo bash, vai aparecer em “Resultado”:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455664
Noções de Informática
Um usuário de um computador está trabalhando com o
sistema de gerenciamento de conteúdo Joomla. No momento, ele
deseja iniciar a criação de uma página de contato. Para isso, a
partir da barra de menu principal, em português, ele deve acessar
o caminho:
Ano: 2024
Banca:
SELECON
Órgão:
CEFET-RJ
Prova:
SELECON - 2024 - CEFET-RJ - Técnico de Tecnologia da Informação - Sistemas |
Q3455663
Banco de Dados
Uma empresa de marketing vai utilizar um sistema de
gerenciamento de conteúdo. Ela escolheu trabalhar com o
Wordpress para essa tarefa. Nesse caso, para que o Wordpress
funcione corretamente no servidor, é importante que nele esteja
instalado pelo menos:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412152
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools…”,
the underlined phrasal verb can be defined as to:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412151
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools…”,
the underlined word can be replaced, with no change in meaning, by:
Conheça nossos planos