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Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763507
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
Globalization requires English teaching to foster
intercultural awareness and critical thinking, extending
beyond purely linguistic goals.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763506
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
The text suggests that English teaching should remain
focused exclusively on grammar and vocabulary,
since these are the only stable components of
language learning.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763504
Inglês
Texto associado
During a professional development workshop, experienced
English teachers debated the unpredictability of the
relationship between English orthography and phonology.
The discussion centered around words such as psychology,
though, enough, colonel, and rhythm. These lexical items
exemplify phenomena such as silent consonants, irregular
vowel representations, and the lack of a transparent
grapheme‑to‑phoneme correspondence. For instance,
psychology demonstrates the silent from its Greek origin;
though and enough illustrate the multiple realizations of the
grapheme ; colonel reveals a deep etymological shift, where
spelling no longer mirrors sound; and rhythm exemplifies
the complexity of syllabic nuclei, since it has only one
vowel letter but more than one syllable. The pedagogical
challenge, therefore, lies in enabling learners to understand
these irregularities explicitly rather than relying solely on
exposure, which often results in fossilized errors.
About the text and based on the phonetic/phonological
aspects of the English vocalic and consonantal systems,
judge the following items.
The word rhythm demonstrates that vowel letters and
vowel sounds correspond one‑to‑one in English.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763503
Inglês
Texto associado
During a professional development workshop, experienced
English teachers debated the unpredictability of the
relationship between English orthography and phonology.
The discussion centered around words such as psychology,
though, enough, colonel, and rhythm. These lexical items
exemplify phenomena such as silent consonants, irregular
vowel representations, and the lack of a transparent
grapheme‑to‑phoneme correspondence. For instance,
psychology demonstrates the silent from its Greek origin;
though and enough illustrate the multiple realizations of the
grapheme ; colonel reveals a deep etymological shift, where
spelling no longer mirrors sound; and rhythm exemplifies
the complexity of syllabic nuclei, since it has only one
vowel letter but more than one syllable. The pedagogical
challenge, therefore, lies in enabling learners to understand
these irregularities explicitly rather than relying solely on
exposure, which often results in fossilized errors.
About the text and based on the phonetic/phonological
aspects of the English vocalic and consonantal systems,
judge the following items.
In colonel, the letters are not pronounced, and the
actual phonological realization is /ˈkɜrnəl/.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763501
Inglês
Texto associado
During a professional development workshop, experienced
English teachers debated the unpredictability of the
relationship between English orthography and phonology.
The discussion centered around words such as psychology,
though, enough, colonel, and rhythm. These lexical items
exemplify phenomena such as silent consonants, irregular
vowel representations, and the lack of a transparent
grapheme‑to‑phoneme correspondence. For instance,
psychology demonstrates the silent from its Greek origin;
though and enough illustrate the multiple realizations of the
grapheme ; colonel reveals a deep etymological shift, where
spelling no longer mirrors sound; and rhythm exemplifies
the complexity of syllabic nuclei, since it has only one
vowel letter but more than one syllable. The pedagogical
challenge, therefore, lies in enabling learners to understand
these irregularities explicitly rather than relying solely on
exposure, which often results in fossilized errors.
About the text and based on the phonetic/phonological
aspects of the English vocalic and consonantal systems,
judge the following items.
In psychology, the is phonetically realized as /p/, which
maintains consistency with its etymology.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763500
Inglês
Texto associado
During a postgraduate seminar on English morphology,
a student submitted the following sentence in an
essay: “The unprecedented misinterpretation of the
government’s counterproductive policies illustrates
how overgeneralizations can destabilize socio‑political
frameworks.”. The trainee teachers disagreed on how to
analyze the morphological complexity of the highlighted
words and their pedagogical treatment in advanced
EFL contexts.
About the situation above and considering the
morphological aspects of the English language, judge the
following items.
The word overgeneralizations combines
prefixation (over‑), suffixation (‑ation and plural
‑s), exemplifying a chain of both derivational and
inflectional morphology.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763499
Inglês
Texto associado
During a postgraduate seminar on English morphology,
a student submitted the following sentence in an
essay: “The unprecedented misinterpretation of the
government’s counterproductive policies illustrates
how overgeneralizations can destabilize socio‑political
frameworks.”. The trainee teachers disagreed on how to
analyze the morphological complexity of the highlighted
words and their pedagogical treatment in advanced
EFL contexts.
About the situation above and considering the
morphological aspects of the English language, judge the
following items.
Inflectional morphemes alter grammatical features
without changing lexical categories.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763498
Inglês
Texto associado
During a postgraduate seminar on English morphology,
a student submitted the following sentence in an
essay: “The unprecedented misinterpretation of the
government’s counterproductive policies illustrates
how overgeneralizations can destabilize socio‑political
frameworks.”. The trainee teachers disagreed on how to
analyze the morphological complexity of the highlighted
words and their pedagogical treatment in advanced
EFL contexts.
About the situation above and considering the
morphological aspects of the English language, judge the
following items.
The word counterproductive exemplifies compounding
rather than prefixation.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763497
Inglês
Texto associado
During a postgraduate seminar on English morphology,
a student submitted the following sentence in an
essay: “The unprecedented misinterpretation of the
government’s counterproductive policies illustrates
how overgeneralizations can destabilize socio‑political
frameworks.”. The trainee teachers disagreed on how to
analyze the morphological complexity of the highlighted
words and their pedagogical treatment in advanced
EFL contexts.
About the situation above and considering the
morphological aspects of the English language, judge the
following items.
The word misinterpretation illustrates two derivational
processes: prefixation (mis‑) and suffixation (‑ation).
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763496
Inglês
Texto associado
During a postgraduate seminar on English morphology,
a student submitted the following sentence in an
essay: “The unprecedented misinterpretation of the
government’s counterproductive policies illustrates
how overgeneralizations can destabilize socio‑political
frameworks.”. The trainee teachers disagreed on how to
analyze the morphological complexity of the highlighted
words and their pedagogical treatment in advanced
EFL contexts.
About the situation above and considering the
morphological aspects of the English language, judge the
following items.
The word unprecedented is formed through
prefixation (un‑), root (precede), and the
suffix ‑ed, showing both derivational and
inflectional morphology
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763494
Inglês
Texto associado
During an advanced writing workshop, students analyzed
the following passage: “While the committee was discussing
the proposal that the director had presented during the
annual meeting, several members raised objections, which
delayed the final decision. The discussion, although intense,
revealed that some participants lacked sufficient data to
support their arguments. In the end, the proposal that had
seemed convincing at first was postponed until further
research could be conducted.” The trainees disagreed
about the syntactic functions of the clauses, especially the
role of restrictive and non‑restrictive relative clauses, as
well as the use of subordinate adverbial clauses.
Considering the syntactic aspects of the English language,
judge the following items, assuming the perspective of a
senior English teacher guiding trainee educators.
The clause “that had seemed convincing at first”
modifies “proposal” and is restrictive, since it narrows
the reference.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763493
Inglês
Texto associado
During an advanced writing workshop, students analyzed
the following passage: “While the committee was discussing
the proposal that the director had presented during the
annual meeting, several members raised objections, which
delayed the final decision. The discussion, although intense,
revealed that some participants lacked sufficient data to
support their arguments. In the end, the proposal that had
seemed convincing at first was postponed until further
research could be conducted.” The trainees disagreed
about the syntactic functions of the clauses, especially the
role of restrictive and non‑restrictive relative clauses, as
well as the use of subordinate adverbial clauses.
Considering the syntactic aspects of the English language,
judge the following items, assuming the perspective of a
senior English teacher guiding trainee educators.
The clause “While the committee was discussing the
proposal” is a noun clause functioning as the object
of the verb.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763492
Inglês
Texto associado
During an advanced writing workshop, students analyzed
the following passage: “While the committee was discussing
the proposal that the director had presented during the
annual meeting, several members raised objections, which
delayed the final decision. The discussion, although intense,
revealed that some participants lacked sufficient data to
support their arguments. In the end, the proposal that had
seemed convincing at first was postponed until further
research could be conducted.” The trainees disagreed
about the syntactic functions of the clauses, especially the
role of restrictive and non‑restrictive relative clauses, as
well as the use of subordinate adverbial clauses.
Considering the syntactic aspects of the English language,
judge the following items, assuming the perspective of a
senior English teacher guiding trainee educators.
The clause “which delayed the final decision” is a
non‑restrictive relative clause, since it adds extra
information about the objections.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763490
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
Sentence (2) semantically entails that the teacher was
already talking before the stop.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763489
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
Sentence (1) semantically entails that the teacher had
been speaking before stopping.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763488
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
From a pedagogical perspective, highlighting this
difference is unnecessary since context always
clarifies meaning.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763487
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
The semantic distinction between (1) and (2) arises
from aspectual complementation (gerund vs.
infinitive).
73 From a
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763486
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
Both sentences share the same core meaning, since
“stop” always implies a cessation of action.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Geografia |
Q3763100
Pedagogia
A respeito do processo de ensino e aprendizagem de geografia, julgue o item a seguir.
Segundo Helena Copetti Callai, no texto Aprendendo a ler o mundo: a geografia nos anos iniciais do ensino fundamental (2005), o espaço não é neutro, e a noção de espaço que a criança desenvolve não é um processo natural e aleatório. A noção de espaço é construída socialmente e a criança vai ampliando e complexificando o seu espaço vivido concretamente.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Geografia |
Q3763099
Pedagogia
A respeito do processo de ensino e aprendizagem de geografia, julgue o item a seguir.
Para Lana de Souza Cavalcanti, no livro Geografia, Escola e Construção de Conhecimentos (2004), o conhecimento escolar em geografia se define pela transposição linear do conhecimento científico, cabendo ao professor simplificar conceitos acadêmicos, pois a especificidade pedagógica não altera a natureza do saber transmitido.
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