Foram encontradas 16.319 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
A Libras tem cinco parâmetros: A configuração da mão; Ponto ou local de articulação; O movimento; Orientação/direcionalidade; e Expressão facial e/ou corporal. Em relação ao parâmetro de Movimento é CORRETO afirmar que:
O sinal da palavra, quando traduzida para Libras, que é executado com a mesma configuração de mãos com que se executa o sinal correspondente ao verbo "APRENDER" é:
Analise as afirmativas, a seguir, considerando a Gramática da Língua Brasileira de Sinais (Libras):
I- O que é denominado de palavra ou item lexical nas línguas orais-auditivas, são denominados sinais nas línguas de sinais.
II- Os sinais são formados a partir da combinação do movimento das mãos com um determinado formato em um determinado lugar, podendo este lugar ser uma parte do corpo ou um espaço em frente ao corpo.
III- ALibras possui um sistema pronominal para representar as pessoas do discurso.
IV- Diferentemente do Português, os pronomes pessoais na terceira pessoa não possuem marca para gênero (masculino e feminino).
Assinale a alternativa CORRETA:
Leia a seguinte configuração: Mão direita aberta, palma para baixo, dedos abertos e separados apontados para a esquerda; ponta do polegar apontando na altura da barriga. Movê-la em um arco para a frente e para cima, e tocar a ponta do polegar na testa franzida (CAPOVILLA, Fernando Cesar; RAPHAEL, Walkiria Duarte. São Paulo: EDUSP, 2001, p. 818). Assinale a alternativa que identifica o sinal formado por essa configuração:
Em relação à Libras e a Língua Portuguesa, analise as afirmativas a seguir.
I- Igualmente à língua portuguesa, a Libras também possui níveis linguísticos como fonologia, morfologia, sintaxe e semântica. Na Libras também existem itens lexicais.
II- Na Língua Portuguesa, a morfologia e a sintaxe aparecem somente na modalidade escrita. Na Libras, as expressões faciais são determinantes para saber se a frase está na forma interrogativa, exclamativa, negativa ou afirmativa.
III- A representação sintática da língua portuguesa é, geralmente, representada na oralidade e na escrita, ou seja, não faz representação espacial como na Libras.
IV- Na Libras, os sinais manuais são geralmente acompanhados por expressões faciais que podem ser consideradas gramaticais.
É CORRETO afirmar que:
Sobre a Libras, é CORRETO afirmar que:
Em relação ao exame de proficiência em tradução e interpretação de Libras - Língua Portuguesa, o Decreto 5.626, de 22 de dezembro de 2005, afirma que:
Em relação à formação profissional do tradutor e intérprete de Libras - Língua Portuguesa, em nível Médio, a Lei nº 12.319 de 1 de setembro de 2010 afirma que deve ser realizada por meio de:
I- Cursos de extensão universitária e cursos de formação continuada, promovidos por Instituições de Ensino Superior e instituições credenciadas por Secretarias de Educação.
II- Cursos de educação profissional reconhecidos por Associações de Surdos.
III- Curso de pesquisa aprovado pelo Comitê de Ética de uma Instituição de Ensino Superior – IES.
IV- Cursos de educação profissional ministrados e desenvolvidos apenas por sujeitos surdos reconhecidos por Associações ou Escolas Especiais para Surdos.
Está CORRETO o que se afirma em:
De acordo com a Lei nº 12.319 de 1 de setembro de 2010, são atribuições do tradutor e intérprete de Libras, no exercício de suas competências:
I- Efetuar comunicação entre surdos e ouvintes, surdos e surdos, surdos e surdos-cegos, surdos-cegos e ouvintes, por meio da Libras para a língua oral e vice-versa.
II- Interpretar, em Língua Brasileira de Sinais - Língua Portuguesa, as atividades didático-pedagógicas e culturais desenvolvidas nas instituições de ensino nos níveis Fundamental, Médio e Superior, de forma a viabilizar o acesso aos conteúdos curriculares.
III- Atuar nos processos seletivos para cursos na instituição de ensino e nos concursos públicos.
IV- Trabalhar ativamente na formação de outros profissionais que venham a exercer a função de tradutor e intérprete de Libras.
Está CORRETO o que se afirma em:
Segundo o Código de Ética do Tradutor e Intérprete de Libras, é VEDADO ao TILS:
I- Dar conselhos ou opiniões pessoais, sem exceção.
II- Executar qualquer ato que caracterize concorrência desleal ou exploração do trabalho de colegas.
III- Usar informações confidenciais traduzidas ou interpretadas para benefício próprio ou para ganho profissional.
IV- Usar de qualquer propaganda pessoal no exercício de sua função, exceto quando tal iniciativa beneficie a comunidade surda ou surdocega.
Está CORRETO o que se afirma em:
Em relação às estruturas das frases em Libras, é CORRETO afirmar que:
De acordo com o Código de Ética do Tradutor e Intérprete de Libras, é CORRETO afirmar que o intérprete deve:
I- Apresentar-se adequadamente com relação à postura e à aparência.
II- Utilizar todos os conhecimentos linguísticos, técnicos, científicos ou outros ao seu alcance, para o melhor desempenho de sua função.
III- Conhecer as diferentes formas de comunicação utilizadas pelas pessoas surdocegas e conhecer as tecnologias assistivas.
IV- Solidarizar-se com as iniciativas em favor dos interesses de sua categoria, ainda que não lhe tragam benefício direto.
É CORRETO o que se afirma apenas em:
Qual legislação brasileira dispõe sobre a Língua Brasileira de Sinais – Libras e reconhece a referida língua como meio legal de comunicação, assim como garante outros recursos de expressão a ela associados?
TEXTIV- Text forquestion
QUOTATION
“Another important characteristic of the [National Curricular] 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” (ALMEIDA, 2012, p. 334).
(Source: ALMEIDA, Ricardo Luiz Teixeira de. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. In: Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, nº 2, June, 2012, p. 331-348. Available at: th https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?format=pdf&lang=en. Accessed on April 20 , 2022).
The adverb in the clause “This emphasis can be seen clearly […]” functions as a marker of:
TEXTIV- Text forquestion
QUOTATION
“Another important characteristic of the [National Curricular] 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” (ALMEIDA, 2012, p. 334).
(Source: ALMEIDA, Ricardo Luiz Teixeira de. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. In: Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, nº 2, June, 2012, p. 331-348. Available at: th https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?format=pdf&lang=en. Accessed on April 20 , 2022).
The word “overlooked” in the passage “Another important characteristic of the [National Curricular] Parameters that should not be overlooked is their emphasis on teacher's autonomy” is a SYNONYM of:
TEXTIV- Text forquestion
QUOTATION
“Another important characteristic of the [National Curricular] 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” (ALMEIDA, 2012, p. 334).
(Source: ALMEIDA, Ricardo Luiz Teixeira de. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. In: Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, nº 2, June, 2012, p. 331-348. Available at: th https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?format=pdf&lang=en. Accessed on April 20 , 2022).
Based on the quotation by Almeida (2012), we may state that:
TEXTII – Text forquestion.
Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching
(Ana Lúcia Farias da Silva - 01/12/2021)
FINAL CONSIDERATIONS
English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.
Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.
Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.
Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.
It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.
(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022).
In the sentences “[…] the teacher should have good planning […]” and “[…] with priority to the development of all the language skills that an apprentice must activate […]”, the modal verbs express, respectively,
TEXTII – Text forquestion.
Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching
(Ana Lúcia Farias da Silva - 01/12/2021)
FINAL CONSIDERATIONS
English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.
Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.
Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.
Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.
It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.
(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022).
The word “impair” in the passage “[…] which did not impair the learning of the proposed contents […]” is the OPPOSITE of:
TEXTII – Text forquestion.
Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching
(Ana Lúcia Farias da Silva - 01/12/2021)
FINAL CONSIDERATIONS
English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.
Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.
Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.
Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.
It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.
(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022).
Based on Text II, analyze the following sentences and check True (T) or False (F).
( ) Asynchronous classes facilitate the cognitive process regarding some tasks which are necessary for learning.
( ) Through ELlearning, in which students might expand their readings of the world, an inclusive formation may also take place.
( ) As final remarks, the author defends the positive aspects of new digital technologies developed during the pandemic as a way of fostering meaningful foreign language learning.
Choose the alternative with the CORRECTsequence:
Conheça nossos planos