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Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Pedagogo para Sala de Recurso Multifuncional |
Q3065997
Pedagogia
Os alunos com transtornos globais do desenvolvimento,
público-alvo da educação especial, são aqueles que:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Pedagogo para Sala de Recurso Multifuncional |
Q3065996
Pedagogia
Segundo a Política Nacional da Educação Especial na
Perspectiva da Educação Inclusiva (2008), o conceito de
necessidades educacionais especiais, que passou a ser
amplamente disseminado, a partir dessa Declaração de
Salamanca, ressaltava a interação das características individuais
dos alunos com o ambiente educacional e social, chamando
a atenção do ensino regular para o desafio de atender as
diferenças. No entanto, mesmo com essa perspectiva conceitual
transformadora, as/os:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Pedagogo para Sala de Recurso Multifuncional |
Q3065995
Pedagogia
No percurso histórico da educação especial rumo a
educação inclusiva, a publicação, em 1994, da Política Nacional
de Educação Especial, orientando o processo de ‘integração
instrucional’ que condiciona o acesso às classes comuns do ensino
regular àqueles que "(...) possuem condições de acompanhar e
desenvolver as atividades curriculares programadas de ensino
comum, no mesmo ritmo que os alunos ditos normais”:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Matemática |
Q3065994
Matemática
Existem exatamente x números inteiros maiores do que 9 e
menores do que 1.000 sem a presença dos algarismos 0 e 5. O
valor de x é:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Matemática |
Q3065993
Pedagogia
Em relação à Unidade Temática Números, proposta pela
Base Nacional Comum Curricular (BNCC), uma habilidade a ser
desenvolvida no 6º ano do Ensino Fundamental está corretamente
indicada na seguinte alternativa:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Matemática |
Q3065992
Matemática
A altura relativa à hipotenusa de um triângulo retângulo
mede 18 cm. Se esta altura determina na hipotenusa segmentos
proporcionais a 4 e 25, a medida do maior cateto desse triângulo,
em cm, corresponde a:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Matemática |
Q3065991
Matemática
Considere a expressão a seguir:
O numerador da fração irredutível que representa o resultado da expressão é igual a:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Matemática |
Q3065990
Matemática
Admita que, em um determinado dia, a probabilidade
de chover na cidade A seja de 70%, e na cidade B, de 60%.
Considerando que chover em uma das cidades independe de
chover na outra, a probabilidade de que nesse dia, chova em
apenas uma dessas cidades é de:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Matemática |
Q3065989
Matemática
Em um cilindro reto, a altura excede o raio em 4,8 dm. Se a
área da base do cilindro é igual a 17,64π dm², o volume desse
sólido, em dm³, corresponde a:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Língua Portuguesa |
Q3065988
Pedagogia
Na Base Nacional Comum Curricular, constitui uma habilidade
relacionada ao campo jornalístico-midiático dos anos finais:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Língua Portuguesa |
Q3065987
Pedagogia
Na Base Nacional Comum Curricular, constitui uma habilidade
relacionada ao campo artístico-literário dos anos finais:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Língua Portuguesa |
Q3065986
Pedagogia
“[...] compreende as práticas de linguagem que decorrem da
interação ativa do leitor/ouvinte/espectador com os textos escritos,
orais e multissemióticos e de sua interpretação. [...] É tomada em
um sentido mais amplo, dizendo respeito não somente ao texto
escrito, mas também a imagens estáticas (foto, pintura, desenho,
esquema, gráfico, diagrama) ou em movimento (filmes, vídeos
etc.) e ao som (música), que acompanha e cossignifica em muitos
gêneros digitais” (Brasil, 2018, p 71-72). Essa é uma prática de
linguagem conhecida como:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Língua Portuguesa |
Q3065985
Pedagogia
A Base Nacional Comum Curricular aponta para um
determinado problema da sociedade moderna, que é “viralização”
de conteúdos e publicações em que as opiniões importam mais
do que os fatos em si. Esse fenômeno é conhecido como:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Língua Portuguesa |
Q3065984
Pedagogia
Segundo a Base Nacional Comum Curricular, o ensino de
Língua Portuguesa deve considerar uma determinada unidade de
trabalho como a mais central, com foco em seus contextos de
produção e no desenvolvimento de habilidades ao uso significativo
da linguagem. Segundo o documento, esse centro deve ser a/o:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Língua Portuguesa |
Q3065983
Pedagogia
A Base Nacional Comum Curricular adota uma determinada
perspectiva de linguagem, já assumida em outros documentos,
como é o caso dos Parâmetros Curriculares Nacionais. Essa
perspectiva denomina-se:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065967
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
De acordo com a autora do texto, um dos desafios para
realizar as mudanças necessárias para tornar o ensino de Inglês
eficaz, dever ser implementado principalmente:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065966
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
No quinto parágrafo do texto, o termo “acknowledge” pode
ser substituído, sem prejuízo de significado, por:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065965
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
No quarto parágrafo do texto, o termo “policies” pode ser
definido como:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065964
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
No trecho “If we want to disrupt this situation and offer quality
English teaching for all as part of the basic curriculum, we have to
understand what it is during their time at school that determines
whether or not they learn the language properly”, o termo em
destaque classifica-se como:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065963
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
O paradoxo existente no baixo número de alunos que sabem
falar Inglês é o fato de que:
Conheça nossos planos