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Q3412655
Odontologia Orientação Profissional , Ergonomia na Prática Odontológica ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Técnico em Saúde Bucal |
Q3412655 Odontologia
Em uma Unidade Básica de Saúde situada em zona rural, uma servidora técnica em saúde bucal apresentou dores musculoesqueléticas recorrentes, principalmente em membros superiores e coluna cervical, com agravamento após semanas de trabalho intenso sem pausas adequadas. A análise do ambiente revelou mobiliário inadequado, iluminação deficiente e posicionamento incorreto durante os atendimentos.

Considerando os princípios da ergonomia no ambiente odontológico, assinale a alternativa CORRETA: 
Alternativas
Q3412654
Odontologia Saúde Bucal Coletiva ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Técnico em Saúde Bucal |
Q3412654 Odontologia
Os indicadores epidemiológicos são ferramentas essenciais para o planejamento, monitoramento e avaliação das condições de saúde da população. Entre os principais índices utilizados na odontologia coletiva, o CPO-D e o ceo-d destacam-se por refletirem a experiência de cárie em diferentes grupos etários. Além desses, outros indicadores epidemiológicos também subsidiam decisões em políticas públicas de saúde bucal.

Com base no exposto e nos conhecimentos sobre o método epidemiológico em odontologia, analise as assertivas abaixo:

I. O índice CPO-D é utilizado para avaliar a experiência de cárie em dentes permanentes, somando dentes cariados, perdidos e obturados.
II. O índice ceo-d aplica-se à dentição decídua, sendo um marcador útil na vigilância da saúde bucal infantil.
III. A prevalência de cárie em uma população está diretamente associada à cobertura de ações preventivas realizadas na Atenção Primária à Saúde.
IV. O método epidemiológico, por si só, é insuficiente para subsidiar políticas públicas, devendo ser utilizado apenas como suporte estatístico de pesquisas acadêmicas.

Assinale a alternativa CORRETA:
Alternativas
Q3412653
Odontologia Saúde Bucal Coletiva ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Técnico em Saúde Bucal |
Q3412653 Odontologia
Em uma UBS situada em área de vulnerabilidade social, a equipe de saúde identificou altos índices de doenças crônicas, baixo acesso a informações de prevenção e baixa adesão a práticas saudáveis por parte da população. Diante desse cenário, o técnico em saúde bucal, enquanto membro integrante das ações intersetoriais e multiprofissionais, deve reconhecer os fundamentos da Promoção da Saúde.

Com base nos princípios estabelecidos pela Carta de Ottawa (1986), qual das estratégias abaixo reflete CORRETAMENTE esse conceito:
Alternativas
Q3412649
Direito Sanitário Sistema Único de Saúde - SUS ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Técnico em Saúde Bucal |
Q3412649 Direito Sanitário
De acordo com o Art. 18., inciso IV da Lei nº 8.080/90, à direção municipal do SUS compete, entre outros, coordenar e, em caráter complementar, executar ações e serviços de, EXCETO:
Alternativas
Q3412602
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412602 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
In the excerpt “These socio-economic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas” (from paragraph 2), the underlined word (“telling”) has the suffix “-ing” for the same reason as in:
Alternativas
Q3412601
Inglês Verbos | Verbs ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412601 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
In the sentence “In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible”, the underlined word (“fosters”) ends with an “s” for the same reason as in:
Alternativas
Q3412600
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412600 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Still based on Text 2, which of the following areas does PISA specifically investigate regarding language learning?
Alternativas
Q3412599
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412599 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Based on Text 2, which benefit is not mentioned as a result of speaking multiple languages?
Alternativas
Q3412598
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412598 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
According to Text 2, what is one of the main goals of education systems worldwide nowadays? 
Alternativas
Q3412597
Inglês Advérbios e conjunções | Adverbs and conjunctions , Palavras conectivas | Connective words ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412597 Inglês
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4. 
In the sentence “However, some adults who first experienced a foreign language at school in the past did not have much success with it” (2nd paragraph), the word “However” can be correctly classified as: 
Alternativas
Q3412596
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412596 Inglês
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4. 
According to Text 1, how can English be learned in today’s world?
Alternativas
Q3412595
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412595 Inglês
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4. 
According to text 1, what was one of the main reasons that used to demotivate English language learners in the past?
Alternativas
Q3412594
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412594 Inglês
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4. 
According to Text 1, learning a foreign language in the past usually meant “learning grammar rules and vocabulary, doing written exercises, reading specially written texts, and answering comprehension questions”. Based on this information, which teaching method or approach below best describes the combination of this set of practices? 
Alternativas
Q3412593
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412593 Inglês
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4. 
According to Text 1, choose the alternative that correctly summarizes its general idea:
Alternativas
Q3412577
Psicologia Psicopatologia ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Psicólogo |
Q3412577 Psicologia
Os transtornos psiquiátricos envolvem um conjunto complexo de sintomas que afetam o pensamento, o humor e o comportamento, podendo comprometer significativamente a funcionalidade social, ocupacional e a qualidade de vida dos indivíduos. A compreensão correta das características clínicas desses transtornos é fundamental para o diagnóstico e intervenção adequados.

Considerando os transtornos depressivo maior, transtorno de ansiedade generalizada, esquizofrenia e o impacto dos transtornos psiquiátricos na vida dos pacientes, analise as afirmativas a seguir:

I. O transtorno depressivo maior é caracterizado por humor deprimido persistente, perda de interesse e prazer nas atividades diárias, alterações significativas no apetite e no padrão do sono, além de sentimentos de culpa e baixa autoestima.
II. O transtorno de ansiedade generalizada manifesta-se exclusivamente por episódios súbitos e intensos de medo, conhecidos como ataques de pânico, sem outras formas de ansiedade persistente.

III. A esquizofrenia inclui sintomas positivos, como delírios e alucinações, e sintomas negativos, como embotamento afetivo, apatia e isolamento social, que afetam a motivação e a interação com o meio.
IV. Os transtornos psiquiátricos não causam impacto relevante na funcionalidade social e ocupacional dos indivíduos, não interferindo em suas atividades cotidianas.

Assinale a alternativa CORRETA:
Alternativas
Q3412575
Serviço Social Serviço Social e Minorias: grupos étnicos/raciais, movimentos sociais, questão agrária e ambiental, questão habitacional, questão de gênero e população de rua ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Psicólogo |
Q3412575 Serviço Social
João, homem de 42 anos, encontra-se em situação de rua há mais de cinco anos. Durante uma abordagem realizada pela equipe de assistência social municipal, foi identificado que João apresenta múltiplas vulnerabilidades, incluindo ausência de documentação, problemas de saúde mental e dificuldades para acesso a serviços públicos básicos. A equipe pretende planejar uma intervenção que respeite os direitos humanos e as especificidades dessa população.

Considerando a Política Nacional para Inclusão Social da População em Situação de Rua, assinale a alternativa correta que representa a melhor estratégia para inclusão social de João:
Alternativas
Q3412574
Serviço Social Assistência Social no Serviço Social , Sistema Único de Assistência Social – SUAS (Gestão da AS) ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Psicólogo |
Q3412574 Serviço Social
Analise as afirmativas a seguir sobre a função e a atuação do Centro de Referência de Assistência Social (CRAS):

I. O CRAS é responsável pela organização da oferta de serviços continuados de proteção social básica, atuando na prevenção de situações de risco e vulnerabilidade social por meio do acompanhamento das famílias em sua área de abrangência.
II. O CRAS destina-se prioritariamente ao atendimento emergencial e provisório, concentrando-se na prestação de benefícios eventuais e ações de caráter pontual para famílias em situação de crise.

Com base nos seus conhecimentos sobre a política de assistência social, julgue se a assertiva I justifica CORRETAMENTE a assertiva II:
Alternativas
Q3412573
Psicologia Teorias e Técnicas Psicoterápicas ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Psicólogo |
Q3412573 Psicologia
A ludoterapia é uma abordagem psicoterapêutica que utiliza o brincar como instrumento principal para facilitar a expressão emocional e a resolução de conflitos internos em crianças. Essa técnica respeita o desenvolvimento infantil e pode ser aplicada em diferentes contextos clínicos, visando promover o bem-estar psicológico e a socialização.
Considerando os fundamentos e as aplicações da ludoterapia, analise as afirmativas a seguir:

I. A ludoterapia utiliza o brincar como meio para a expressão simbólica de sentimentos e conflitos internos, facilitando o processo terapêutico.
II. A ludoterapia é uma técnica utilizada estritamente para crianças com transtornos do espectro autista e não é indicada para outras condições psicológicas.
III. O terapeuta deve respeitar o tempo e o ritmo da criança, permitindo que ela conduza o processo lúdico durante as sessões.
IV. A ludoterapia pode ser utilizada em contextos individuais ou grupais, favorecendo a socialização e a expressão emocional.
V. A ludoterapia substitui o uso de técnicas psicoterápicas tradicionais, sendo aplicada de forma isolada e exclusiva. Assinale a alternativa CORRETA:
Alternativas
Q3412572
Psicologia Teorias e Técnicas Psicoterápicas , Teorias da Personalidade ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Psicólogo |
Q3412572 Psicologia

Uma das principais teorias da personalidade propõe


que: “ [...] o comportamento humano é amplamente influenciado por processos psíquicos inconscientes, onde desejos reprimidos, conflitos internos entre instâncias da mente e mecanismos de defesa desempenham papel central. A personalidade se estrutura em três componentes fundamentais — id, ego e superego — que interagem dinamicamente para moldar pensamentos, sentimentos e ações.” 


Essa abordagem, que também fundamenta diversas práticas psicoterapêuticas voltadas para a análise dos sonhos e da transferência, é conhecida como: 

Alternativas
Q3412571
Serviço Social Assistência Social no Serviço Social ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Psicólogo |
Q3412571 Serviço Social
Sobre a Lei nº 8.742/1993, alterada pela Lei nº 12.435/2011, que dispõe sobre a organização da Assistência Social no Brasil, analise as seguintes afirmativas:

I. A assistência social é uma política pública não contributiva, destinada a proteger cidadãos em situação de vulnerabilidade social.
II. O Benefício de Prestação Continuada (BPC) é um benefício assistencial destinado a idosos a partir de 65 anos e pessoas com deficiência em qualquer idade que comprovem baixa renda.
III. A assistência social deve ser ofertada exclusivamente por entidades privadas, conforme a LOAS.
IV. A organização da assistência social é uma responsabilidade compartilhada entre União, Estados, Municípios e o Distrito Federal.

Assinale a alternativa CORRETA:
Alternativas
Respostas
2041: B
2042: A
2043: B
2044: E
2045: B
2046: A
2047: C
2048: D
2049: E
2050: D
2051: D
2052: C
2053: B
2054: E
2055: A
2056: B
2057: C
2058: A
2059: B
2060: B
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