Selecionar segmento
Estude com questões de diferentes segmentos
Atenção: Isso limpará todos os campos já preenchidos no filtro!
Foram encontradas 31.174 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Psicopedagogo - Edital nº 2 |
Q3108502
Pedagogia
“(...)Avaliação de seu sentido tradicional de prática localizada
em um dado momento do processo educacional e, ainda, de
verificação de desempenho, classificação e controle do outro
tomado em sua singularidade, para pensá-la como processo
inerente à tessitura e partilha dessas redes de conhecimentos,
sem uma permanente investigação sobre as práticas cotidianas.
Como defende Esteban (1999), seguindo a avaliação tradicional
temos como consequência, encontrar no sujeito a:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Psicopedagogo - Edital nº 2 |
Q3108501
Pedagogia
“Se nos é válido buscar a síntese dessas ideias através de
uma metáfora, diríamos que antes cabia ao professor mostrar ao
aluno o "mapa do mundo" descrevendo seus múltiplos oceanos,
agora, ao mesmo tempo em que desdobra e revela esse mapa,
ensina também como usar a bússola, tornando seus alunos aptos
a navegar os desafios desses oceanos” (Antunes, 2018). Quanto
às informações o papel do professor deverá ser de:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108500
Pedagogia
A educação infantil é considerada a primeira etapa da
educação básica, tendo como finalidade o desenvolvimento
integral da criança, em seus aspectos físico, psicológico,
intelectual e social. Nesse contexto, de acordo com os preceitos
legais, as relações entre a creche e a família devem primar pelo
princípio da:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108499
Psicologia
Para o estudioso do desenvolvimento humano Henri Wallon,
as funções motoras vão além da tarefa de executar as ações
pensadas pelo sujeito. O ato motor no ser humano garante desde
o início a função de:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108498
Pedagogia
A avaliação pode exercer muitas funções no ambiente escolar
e fora dele. Uma dessas funções é descrita pela pesquisadora
Menga Lüdke como fundamental à escola básica, pois fornece
informações para que professores e alunos conheçam os pontos
fortes e fracos do processo de ensino e aprendizagem, fazendo
com que ambos possam tomar as providências necessárias ao
sucesso. Tal função é a:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108497
Pedagogia
As escolhas didáticas na educação de jovens e adultos
devem pautar-se pela flexibilidade, tanto de currículo quanto de
tempo e espaço, para que seja:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108496
Pedagogia
A relevância cultural dos números e do sistema de
numeração é indiscutível. A notação numérica, na qual os
símbolos são dotados de valores conforme a posição que ocupam
é uma conquista do homem, no percurso da história, e um dado
da realidade contemporânea. Para compreensão do significado
dessa notação numérica, uma boa situação de aprendizagem é:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108495
Pedagogia
A importância do brincar está bem afirmada na primeira etapa
da educação básica, tendo em vista que os eixos estruturantes
da educação infantil são interações e brincadeira. Entretanto, no
ensino fundamental:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108494
Português
O professor que ensina língua portuguesa precisa apostar
na capacidade de todos os alunos aprenderem a ler e a escrever
no primeiro ano e desenvolverem essa habilidade nos anos
seguintes. Esta é a recomendação do linguista brasileiro Luiz
Carlos Cagliari. Para o pesquisador, considerando as práticas
sociais em que estão envolvidos professores e alunos, a criança
que entra na escola para se alfabetizar lida:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108493
Pedagogia
Dentre os princípios que embasam a prática pedagógica na
educação infantil, a pedagogia da infância se destaca, pois:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108492
Pedagogia
Na educação infantil, a cisão entre educar e cuidar, que
caracterizou um certo período histórico, deixou marcas que ainda
são perceptíveis, por exemplo, no fato de:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2024 - Prefeitura de Sapezal - MT - Professor - Pedagogia - Edital nº 2 |
Q3108491
Pedagogia
As sequências didáticas são modalidades organizativas que
têm duração limitada a algumas semanas de aula, compostas por:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103328
Inglês
Texto associado
TEXT:
How students can make rapid progress by reading
independently
By Stephanie Hirshman
January 2, 2024
Let me start with a true story. When I was seven years old, my family
spent a year in France, and I had to go to school there. The only
thing was, I didn’t speak French. Luckily my mother was fluent in
that language, and she set out to prepare me a few months before
we left. Armed only with a second-hand copy of a little picture book
called Totor et Tristan, she sat me down on the sofa with her a
few times a week for around 10 minutes. Sometimes she read the
book to me while I followed the text silently and sometimes I had
to read a page myself. She asked me questions in French and I
answered in French, or she corrected my pronunciation. That was
it.
My first day at school in France was memorable for many reasons,
but one of these was that I was the only child in a class of native
French speakers to score 100% on our first spelling test! Everyone
was amazed, me most of all because I didn’t even know what most
of the words meant.
So, what made this possible? I think it was reading with my mother
– I guess had read more in French than my classmates and thus
was able to recognize the tricky relationship between sound and
spelling. My confidence was sky high and I was fluent within four
months.
Exploring a written text for fun, on your own terms, is called
extensive reading, and teachers can support their students to
realize its many benefits.
Graded readers
Graded readers are books which have been adapted to be suitable
for specific levels of language learners to enjoy. They can be
classics (The Phantom of the Opera), film adaptations (Rain Man)
or original works of fiction or non-fiction. They can be purchased
online or at bookshops, or you can obtain them from libraries or
even find some on websites.
There are many reasons for making them available to students.
First, reading is fun. It’s also magic learning. Students who have a
sustained habit of extensive reading see improvements in a range
of areas: lexical, grammatical and spelling as well as reading
speed, which is vital for success in academic and work contexts.
Being able to select their own reading material gives students a
sense of ownership.
Choosing a book
It’s helpful if a teacher initially introduces students to graded
readers and explains how to choose and use them. Students
should examine both covers carefully, using the picture and the
blurb to determine the genre and read a basic description of the
story. Additional information can be found inside the book, in the
Introduction.
While it’s not necessary to have 100% comprehension of the text,
choosing a book which is too difficult or too easy will not lead to
an enjoyable experience. Most books are labelled with a level, but
no two intermediate readers will have the same needs. Therefore,
a simple test can be performed: the student should choose one
page at random and read it to see how many unknown words
they encounter. If the answer is seven or fewer, this book will be
suitable. More than seven, and it’ll be too hard to get a good flow
going when reading.
Activities
While students are reading, they should try to work out the meaning
of unfamiliar items from context. They should also be made aware
of the Glossary at the back of some books and, of course, they can
use a dictionary if they really need to.
However, some items do notreally need further exploration - making
decisions about what’s important and what’s not is an important
skill for language learners. Some books also have comprehension
questions at the back.
However, the main aim is to get into and
enjoy the story without lots of interruptions and checks. Encourage
students to read ten minutes a day on a regular basis (perhaps in
bed or while commuting). Results will not be immediate, but within
a few weeks, students should recognize the improvements.
Conclusion
A collection of readers is well worth investing in. Be creative when
looking for material – why not try a graphic novel? Even authentic
texts not intended for language learners can be worthwhile for
advanced students or those with a special interest in or knowledge
of a topic.
Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024
No trecho: “Students should examine both covers carefully,
using the picture and the blurb to determine the genre and read
a basic description of the story”, o termo em destaque pode ser
substituído, sem prejuízo de significado, por:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103327
Inglês
Texto associado
TEXT:
How students can make rapid progress by reading
independently
By Stephanie Hirshman
January 2, 2024
Let me start with a true story. When I was seven years old, my family
spent a year in France, and I had to go to school there. The only
thing was, I didn’t speak French. Luckily my mother was fluent in
that language, and she set out to prepare me a few months before
we left. Armed only with a second-hand copy of a little picture book
called Totor et Tristan, she sat me down on the sofa with her a
few times a week for around 10 minutes. Sometimes she read the
book to me while I followed the text silently and sometimes I had
to read a page myself. She asked me questions in French and I
answered in French, or she corrected my pronunciation. That was
it.
My first day at school in France was memorable for many reasons,
but one of these was that I was the only child in a class of native
French speakers to score 100% on our first spelling test! Everyone
was amazed, me most of all because I didn’t even know what most
of the words meant.
So, what made this possible? I think it was reading with my mother
– I guess had read more in French than my classmates and thus
was able to recognize the tricky relationship between sound and
spelling. My confidence was sky high and I was fluent within four
months.
Exploring a written text for fun, on your own terms, is called
extensive reading, and teachers can support their students to
realize its many benefits.
Graded readers
Graded readers are books which have been adapted to be suitable
for specific levels of language learners to enjoy. They can be
classics (The Phantom of the Opera), film adaptations (Rain Man)
or original works of fiction or non-fiction. They can be purchased
online or at bookshops, or you can obtain them from libraries or
even find some on websites.
There are many reasons for making them available to students.
First, reading is fun. It’s also magic learning. Students who have a
sustained habit of extensive reading see improvements in a range
of areas: lexical, grammatical and spelling as well as reading
speed, which is vital for success in academic and work contexts.
Being able to select their own reading material gives students a
sense of ownership.
Choosing a book
It’s helpful if a teacher initially introduces students to graded
readers and explains how to choose and use them. Students
should examine both covers carefully, using the picture and the
blurb to determine the genre and read a basic description of the
story. Additional information can be found inside the book, in the
Introduction.
While it’s not necessary to have 100% comprehension of the text,
choosing a book which is too difficult or too easy will not lead to
an enjoyable experience. Most books are labelled with a level, but
no two intermediate readers will have the same needs. Therefore,
a simple test can be performed: the student should choose one
page at random and read it to see how many unknown words
they encounter. If the answer is seven or fewer, this book will be
suitable. More than seven, and it’ll be too hard to get a good flow
going when reading.
Activities
While students are reading, they should try to work out the meaning
of unfamiliar items from context. They should also be made aware
of the Glossary at the back of some books and, of course, they can
use a dictionary if they really need to.
However, some items do notreally need further exploration - making
decisions about what’s important and what’s not is an important
skill for language learners. Some books also have comprehension
questions at the back.
However, the main aim is to get into and
enjoy the story without lots of interruptions and checks. Encourage
students to read ten minutes a day on a regular basis (perhaps in
bed or while commuting). Results will not be immediate, but within
a few weeks, students should recognize the improvements.
Conclusion
A collection of readers is well worth investing in. Be creative when
looking for material – why not try a graphic novel? Even authentic
texts not intended for language learners can be worthwhile for
advanced students or those with a special interest in or knowledge
of a topic.
Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024
No trecho “While students are reading, they should try to
work out the meaning of unfamiliar items from context”, o phrasal
verb destacado tem como definição:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103326
Inglês
Texto associado
TEXT:
How students can make rapid progress by reading
independently
By Stephanie Hirshman
January 2, 2024
Let me start with a true story. When I was seven years old, my family
spent a year in France, and I had to go to school there. The only
thing was, I didn’t speak French. Luckily my mother was fluent in
that language, and she set out to prepare me a few months before
we left. Armed only with a second-hand copy of a little picture book
called Totor et Tristan, she sat me down on the sofa with her a
few times a week for around 10 minutes. Sometimes she read the
book to me while I followed the text silently and sometimes I had
to read a page myself. She asked me questions in French and I
answered in French, or she corrected my pronunciation. That was
it.
My first day at school in France was memorable for many reasons,
but one of these was that I was the only child in a class of native
French speakers to score 100% on our first spelling test! Everyone
was amazed, me most of all because I didn’t even know what most
of the words meant.
So, what made this possible? I think it was reading with my mother
– I guess had read more in French than my classmates and thus
was able to recognize the tricky relationship between sound and
spelling. My confidence was sky high and I was fluent within four
months.
Exploring a written text for fun, on your own terms, is called
extensive reading, and teachers can support their students to
realize its many benefits.
Graded readers
Graded readers are books which have been adapted to be suitable
for specific levels of language learners to enjoy. They can be
classics (The Phantom of the Opera), film adaptations (Rain Man)
or original works of fiction or non-fiction. They can be purchased
online or at bookshops, or you can obtain them from libraries or
even find some on websites.
There are many reasons for making them available to students.
First, reading is fun. It’s also magic learning. Students who have a
sustained habit of extensive reading see improvements in a range
of areas: lexical, grammatical and spelling as well as reading
speed, which is vital for success in academic and work contexts.
Being able to select their own reading material gives students a
sense of ownership.
Choosing a book
It’s helpful if a teacher initially introduces students to graded
readers and explains how to choose and use them. Students
should examine both covers carefully, using the picture and the
blurb to determine the genre and read a basic description of the
story. Additional information can be found inside the book, in the
Introduction.
While it’s not necessary to have 100% comprehension of the text,
choosing a book which is too difficult or too easy will not lead to
an enjoyable experience. Most books are labelled with a level, but
no two intermediate readers will have the same needs. Therefore,
a simple test can be performed: the student should choose one
page at random and read it to see how many unknown words
they encounter. If the answer is seven or fewer, this book will be
suitable. More than seven, and it’ll be too hard to get a good flow
going when reading.
Activities
While students are reading, they should try to work out the meaning
of unfamiliar items from context. They should also be made aware
of the Glossary at the back of some books and, of course, they can
use a dictionary if they really need to.
However, some items do notreally need further exploration - making
decisions about what’s important and what’s not is an important
skill for language learners. Some books also have comprehension
questions at the back.
However, the main aim is to get into and
enjoy the story without lots of interruptions and checks. Encourage
students to read ten minutes a day on a regular basis (perhaps in
bed or while commuting). Results will not be immediate, but within
a few weeks, students should recognize the improvements.
Conclusion
A collection of readers is well worth investing in. Be creative when
looking for material – why not try a graphic novel? Even authentic
texts not intended for language learners can be worthwhile for
advanced students or those with a special interest in or knowledge
of a topic.
Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024
Dentre as concepções metodológicas referentes ao processo
de ensino e aprendizagem de língua inglesa, aquela que está
alinhada com a experiência relatada pela autora no início do texto,
ao relatar a forma como sua mãe lhe preparou para passar um
ano na França, é a concepção chamada:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103325
Inglês
Texto associado
TEXT:
How students can make rapid progress by reading
independently
By Stephanie Hirshman
January 2, 2024
Let me start with a true story. When I was seven years old, my family
spent a year in France, and I had to go to school there. The only
thing was, I didn’t speak French. Luckily my mother was fluent in
that language, and she set out to prepare me a few months before
we left. Armed only with a second-hand copy of a little picture book
called Totor et Tristan, she sat me down on the sofa with her a
few times a week for around 10 minutes. Sometimes she read the
book to me while I followed the text silently and sometimes I had
to read a page myself. She asked me questions in French and I
answered in French, or she corrected my pronunciation. That was
it.
My first day at school in France was memorable for many reasons,
but one of these was that I was the only child in a class of native
French speakers to score 100% on our first spelling test! Everyone
was amazed, me most of all because I didn’t even know what most
of the words meant.
So, what made this possible? I think it was reading with my mother
– I guess had read more in French than my classmates and thus
was able to recognize the tricky relationship between sound and
spelling. My confidence was sky high and I was fluent within four
months.
Exploring a written text for fun, on your own terms, is called
extensive reading, and teachers can support their students to
realize its many benefits.
Graded readers
Graded readers are books which have been adapted to be suitable
for specific levels of language learners to enjoy. They can be
classics (The Phantom of the Opera), film adaptations (Rain Man)
or original works of fiction or non-fiction. They can be purchased
online or at bookshops, or you can obtain them from libraries or
even find some on websites.
There are many reasons for making them available to students.
First, reading is fun. It’s also magic learning. Students who have a
sustained habit of extensive reading see improvements in a range
of areas: lexical, grammatical and spelling as well as reading
speed, which is vital for success in academic and work contexts.
Being able to select their own reading material gives students a
sense of ownership.
Choosing a book
It’s helpful if a teacher initially introduces students to graded
readers and explains how to choose and use them. Students
should examine both covers carefully, using the picture and the
blurb to determine the genre and read a basic description of the
story. Additional information can be found inside the book, in the
Introduction.
While it’s not necessary to have 100% comprehension of the text,
choosing a book which is too difficult or too easy will not lead to
an enjoyable experience. Most books are labelled with a level, but
no two intermediate readers will have the same needs. Therefore,
a simple test can be performed: the student should choose one
page at random and read it to see how many unknown words
they encounter. If the answer is seven or fewer, this book will be
suitable. More than seven, and it’ll be too hard to get a good flow
going when reading.
Activities
While students are reading, they should try to work out the meaning
of unfamiliar items from context. They should also be made aware
of the Glossary at the back of some books and, of course, they can
use a dictionary if they really need to.
However, some items do notreally need further exploration - making
decisions about what’s important and what’s not is an important
skill for language learners. Some books also have comprehension
questions at the back.
However, the main aim is to get into and
enjoy the story without lots of interruptions and checks. Encourage
students to read ten minutes a day on a regular basis (perhaps in
bed or while commuting). Results will not be immediate, but within
a few weeks, students should recognize the improvements.
Conclusion
A collection of readers is well worth investing in. Be creative when
looking for material – why not try a graphic novel? Even authentic
texts not intended for language learners can be worthwhile for
advanced students or those with a special interest in or knowledge
of a topic.
Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024
De acordo com a autora do texto, o estudante terá uma
experiência mais agradável se escolher um livro cujo texto:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103324
Inglês
Texto associado
TEXT:
How students can make rapid progress by reading
independently
By Stephanie Hirshman
January 2, 2024
Let me start with a true story. When I was seven years old, my family
spent a year in France, and I had to go to school there. The only
thing was, I didn’t speak French. Luckily my mother was fluent in
that language, and she set out to prepare me a few months before
we left. Armed only with a second-hand copy of a little picture book
called Totor et Tristan, she sat me down on the sofa with her a
few times a week for around 10 minutes. Sometimes she read the
book to me while I followed the text silently and sometimes I had
to read a page myself. She asked me questions in French and I
answered in French, or she corrected my pronunciation. That was
it.
My first day at school in France was memorable for many reasons,
but one of these was that I was the only child in a class of native
French speakers to score 100% on our first spelling test! Everyone
was amazed, me most of all because I didn’t even know what most
of the words meant.
So, what made this possible? I think it was reading with my mother
– I guess had read more in French than my classmates and thus
was able to recognize the tricky relationship between sound and
spelling. My confidence was sky high and I was fluent within four
months.
Exploring a written text for fun, on your own terms, is called
extensive reading, and teachers can support their students to
realize its many benefits.
Graded readers
Graded readers are books which have been adapted to be suitable
for specific levels of language learners to enjoy. They can be
classics (The Phantom of the Opera), film adaptations (Rain Man)
or original works of fiction or non-fiction. They can be purchased
online or at bookshops, or you can obtain them from libraries or
even find some on websites.
There are many reasons for making them available to students.
First, reading is fun. It’s also magic learning. Students who have a
sustained habit of extensive reading see improvements in a range
of areas: lexical, grammatical and spelling as well as reading
speed, which is vital for success in academic and work contexts.
Being able to select their own reading material gives students a
sense of ownership.
Choosing a book
It’s helpful if a teacher initially introduces students to graded
readers and explains how to choose and use them. Students
should examine both covers carefully, using the picture and the
blurb to determine the genre and read a basic description of the
story. Additional information can be found inside the book, in the
Introduction.
While it’s not necessary to have 100% comprehension of the text,
choosing a book which is too difficult or too easy will not lead to
an enjoyable experience. Most books are labelled with a level, but
no two intermediate readers will have the same needs. Therefore,
a simple test can be performed: the student should choose one
page at random and read it to see how many unknown words
they encounter. If the answer is seven or fewer, this book will be
suitable. More than seven, and it’ll be too hard to get a good flow
going when reading.
Activities
While students are reading, they should try to work out the meaning
of unfamiliar items from context. They should also be made aware
of the Glossary at the back of some books and, of course, they can
use a dictionary if they really need to.
However, some items do notreally need further exploration - making
decisions about what’s important and what’s not is an important
skill for language learners. Some books also have comprehension
questions at the back.
However, the main aim is to get into and
enjoy the story without lots of interruptions and checks. Encourage
students to read ten minutes a day on a regular basis (perhaps in
bed or while commuting). Results will not be immediate, but within
a few weeks, students should recognize the improvements.
Conclusion
A collection of readers is well worth investing in. Be creative when
looking for material – why not try a graphic novel? Even authentic
texts not intended for language learners can be worthwhile for
advanced students or those with a special interest in or knowledge
of a topic.
Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024
De acordo com o texto, a leitura extensiva é definida como o
ato de ler:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103323
Português
Texto associado
Leia o texto a seguir:
Protesto tímido
Fernando Sabino
Ainda há pouco eu vinha para casa a pé, feliz da minha vida e
faltavam dez minutos para a meia-noite. Perto da Praça General
Osório, olhei para o lado e vi, junto à parede, antes da esquina,
algo que me pareceu uma trouxa de roupa, um saco de lixo.
Alguns passos mais e pude ver que era um menino.
Escurinho, de seus seis ou sete anos, não mais. Deitado de
lado, braços dobrados como dois gravetos, as mãos protegendo a
cabeça. Tinha os gambitos também encolhidos e enfiados dentro
da camisa de meia esburacada, para se defender contra o frio da
noite. Estava dormindo, como podia estar morto. Outros, como eu,
iam passando, sem tomar conhecimento de sua existência. Não
era um ser humano, era um bicho, um saco de lixo mesmo, um
traste inútil, abandonado sobre a calçada. Um menor abandonado.
Quem nunca viu um menor abandonado? A cinco passos, na
casa de sucos de frutas, vários casais de jovens tomavam sucos
de frutas, alguns mastigavam sanduíches. Além, na esquina da
praça, o carro da radiopatrulha estacionado, dois boinas-pretas
conversando do lado de fora. Ninguém tomava conhecimento da
existência do menino.
Segundo as estatísticas, como ele existem nada menos que
25 milhões no Brasil, que se pode fazer? Qual seria a reação do
menino se eu o acordasse para lhe dar todo o dinheiro que trazia
no bolso? Resolveria o seu problema? O problema do menor
abandonado? A injustiça social?
(....)
Vinte e cinco milhões de menores – um dado abstrato, que a
imaginação não alcança. Um menino sem pai nem mãe, sem o
que comer nem onde dormir – isto é um menor abandonado. Para
entender, só mesmo imaginando meu filho largado no mundo aos
seis, oito ou dez anos de idade, sem ter para onde ir nem para
quem apelar. Imagino que ele venha a ser um desses que se
esgueiram como ratos em torno aos botequins e lanchonetes e
nos importunam cutucando-nos de leve – gesto que nos desperta
mal contida irritação – para nos pedir um trocado. Não temos
disposição sequer para olhá-lo e simplesmente o atendemos (ou
não) para nos livrarmos depressa de sua incômoda presença. Com
o sentimento que sufocamos no coração, escreveríamos toda a
obra de Dickens. Mas estamos em pleno século XX, vivendo a era
do progresso para o Brasil, conquistando um futuro melhor para
os nossos filhos. Até lá, que o menor abandonado não chateie,
isto é problema para o juizado de menores. Mesmo porque são
todos delinquentes, pivetes na escola do crime, cedo terminarão
na cadeia ou crivados de balas pelo Esquadrão da Morte.
Pode ser. Mas a verdade é que hoje eu vi meu filho dormindo
na rua, exposto ao frio da noite, e além de nada ter feito por ele,
ainda o confundi com um monte de lixo.
No texto anterior, predomina a função da linguagem:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103322
Português
Texto associado
Leia o texto a seguir:
Protesto tímido
Fernando Sabino
Ainda há pouco eu vinha para casa a pé, feliz da minha vida e
faltavam dez minutos para a meia-noite. Perto da Praça General
Osório, olhei para o lado e vi, junto à parede, antes da esquina,
algo que me pareceu uma trouxa de roupa, um saco de lixo.
Alguns passos mais e pude ver que era um menino.
Escurinho, de seus seis ou sete anos, não mais. Deitado de
lado, braços dobrados como dois gravetos, as mãos protegendo a
cabeça. Tinha os gambitos também encolhidos e enfiados dentro
da camisa de meia esburacada, para se defender contra o frio da
noite. Estava dormindo, como podia estar morto. Outros, como eu,
iam passando, sem tomar conhecimento de sua existência. Não
era um ser humano, era um bicho, um saco de lixo mesmo, um
traste inútil, abandonado sobre a calçada. Um menor abandonado.
Quem nunca viu um menor abandonado? A cinco passos, na
casa de sucos de frutas, vários casais de jovens tomavam sucos
de frutas, alguns mastigavam sanduíches. Além, na esquina da
praça, o carro da radiopatrulha estacionado, dois boinas-pretas
conversando do lado de fora. Ninguém tomava conhecimento da
existência do menino.
Segundo as estatísticas, como ele existem nada menos que
25 milhões no Brasil, que se pode fazer? Qual seria a reação do
menino se eu o acordasse para lhe dar todo o dinheiro que trazia
no bolso? Resolveria o seu problema? O problema do menor
abandonado? A injustiça social?
(....)
Vinte e cinco milhões de menores – um dado abstrato, que a
imaginação não alcança. Um menino sem pai nem mãe, sem o
que comer nem onde dormir – isto é um menor abandonado. Para
entender, só mesmo imaginando meu filho largado no mundo aos
seis, oito ou dez anos de idade, sem ter para onde ir nem para
quem apelar. Imagino que ele venha a ser um desses que se
esgueiram como ratos em torno aos botequins e lanchonetes e
nos importunam cutucando-nos de leve – gesto que nos desperta
mal contida irritação – para nos pedir um trocado. Não temos
disposição sequer para olhá-lo e simplesmente o atendemos (ou
não) para nos livrarmos depressa de sua incômoda presença. Com
o sentimento que sufocamos no coração, escreveríamos toda a
obra de Dickens. Mas estamos em pleno século XX, vivendo a era
do progresso para o Brasil, conquistando um futuro melhor para
os nossos filhos. Até lá, que o menor abandonado não chateie,
isto é problema para o juizado de menores. Mesmo porque são
todos delinquentes, pivetes na escola do crime, cedo terminarão
na cadeia ou crivados de balas pelo Esquadrão da Morte.
Pode ser. Mas a verdade é que hoje eu vi meu filho dormindo
na rua, exposto ao frio da noite, e além de nada ter feito por ele,
ainda o confundi com um monte de lixo.
No texto, lê-se o seguinte trecho: “Com o sentimento que
sufocamos no coração, escreveríamos toda a obra de Dickens”
(5º parágrafo). A citação de Dickens constitui uma referência:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103321
Português
Texto associado
Leia o texto a seguir:
Protesto tímido
Fernando Sabino
Ainda há pouco eu vinha para casa a pé, feliz da minha vida e
faltavam dez minutos para a meia-noite. Perto da Praça General
Osório, olhei para o lado e vi, junto à parede, antes da esquina,
algo que me pareceu uma trouxa de roupa, um saco de lixo.
Alguns passos mais e pude ver que era um menino.
Escurinho, de seus seis ou sete anos, não mais. Deitado de
lado, braços dobrados como dois gravetos, as mãos protegendo a
cabeça. Tinha os gambitos também encolhidos e enfiados dentro
da camisa de meia esburacada, para se defender contra o frio da
noite. Estava dormindo, como podia estar morto. Outros, como eu,
iam passando, sem tomar conhecimento de sua existência. Não
era um ser humano, era um bicho, um saco de lixo mesmo, um
traste inútil, abandonado sobre a calçada. Um menor abandonado.
Quem nunca viu um menor abandonado? A cinco passos, na
casa de sucos de frutas, vários casais de jovens tomavam sucos
de frutas, alguns mastigavam sanduíches. Além, na esquina da
praça, o carro da radiopatrulha estacionado, dois boinas-pretas
conversando do lado de fora. Ninguém tomava conhecimento da
existência do menino.
Segundo as estatísticas, como ele existem nada menos que
25 milhões no Brasil, que se pode fazer? Qual seria a reação do
menino se eu o acordasse para lhe dar todo o dinheiro que trazia
no bolso? Resolveria o seu problema? O problema do menor
abandonado? A injustiça social?
(....)
Vinte e cinco milhões de menores – um dado abstrato, que a
imaginação não alcança. Um menino sem pai nem mãe, sem o
que comer nem onde dormir – isto é um menor abandonado. Para
entender, só mesmo imaginando meu filho largado no mundo aos
seis, oito ou dez anos de idade, sem ter para onde ir nem para
quem apelar. Imagino que ele venha a ser um desses que se
esgueiram como ratos em torno aos botequins e lanchonetes e
nos importunam cutucando-nos de leve – gesto que nos desperta
mal contida irritação – para nos pedir um trocado. Não temos
disposição sequer para olhá-lo e simplesmente o atendemos (ou
não) para nos livrarmos depressa de sua incômoda presença. Com
o sentimento que sufocamos no coração, escreveríamos toda a
obra de Dickens. Mas estamos em pleno século XX, vivendo a era
do progresso para o Brasil, conquistando um futuro melhor para
os nossos filhos. Até lá, que o menor abandonado não chateie,
isto é problema para o juizado de menores. Mesmo porque são
todos delinquentes, pivetes na escola do crime, cedo terminarão
na cadeia ou crivados de balas pelo Esquadrão da Morte.
Pode ser. Mas a verdade é que hoje eu vi meu filho dormindo
na rua, exposto ao frio da noite, e além de nada ter feito por ele,
ainda o confundi com um monte de lixo.
O texto “Protesto tímido” é um exemplo de:
Conheça nossos planos