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Q3747559
Matemática Análise Combinatória em Matemática ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Matemática |
Q3747559 Matemática
João, seus quatro irmãos e seus pais irão jantar numa mesa redonda. A quantidade de maneiras diferentes que eles podem sentar ao redor dessa mesa, com um em cada cadeira, estando os pais deles sentados juntos, é igual a:
Alternativas
Q3747553
Inglês Vocabulário | Vocabulary ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747553 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
Take into account that certain English words are very similar in spelling and meaning to their Brazilian Portuguese counterparts because they come from the same origin. These words are known as “cognates”. With this in mind, choose the only option that correctly lists five English real cognates present in Text 2:
Alternativas
Q3747552
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747552 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
The expression “zero fear of making mistakes”, extracted from Text 2, emphasizes the importance of:
Alternativas
Q3747551
Inglês Verbos | Verbs ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747551 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
Consider this sentence extracted from Text 2: “Learners may know the structure of the present perfect tense”. Now, preserving its original meaning and use in the given context, choose the option that correctly classify the underlined word (“may”):
Alternativas
Q3747550
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747550 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
Consider the following excerpt extracted from Text 2: “This is how language sticks”. Now, choose the alternative that correctly corresponds to the topic(s) in which it is associated in its original context:
Alternativas
Q3747549
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747549 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
Supported by Text 2, choose the alternative that correctly reflects characteristic(s) of the teaching approach criticized by the author:
Alternativas
Q3747548
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747548 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
According to Text 2, the author believes that success, for beginner learners of English language, should be measured by:
Alternativas
Q3747547
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747547 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
Based on Text 2, related to its general idea, the English language classroom should focus primarily on: 
Alternativas
Q3747546
Inglês Voz Ativa e Passiva | Passive and Active Voice ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747546 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Which of the following sentences is the only one correctly expressed in passive voice?
Alternativas
Q3747545
Inglês Verbos | Verbs ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747545 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
In Text 1, it is said that “This book shows how we can make today's classrooms better places to teach and learn”. Based on this excerpt, choose the alternative that  correctly rewrite this sentence from Present Simple to Present Perfect tense:
Alternativas
Q3747544
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747544 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
The expression “a life worth living” (extracted from Text 1) suggests:
Alternativas
Q3747543
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747543 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Considering the following excerpt extracted from Text 1, where it says “A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike”, the underlined word (“Alike”) can be correctly replaced (preserving its original meaning and use in its original context) by:
Alternativas
Q3747542
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747542 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Based on Text 1, choose the only one option that correctly presents Daniel Jakes’ opinion about Design Thinking:
Alternativas
Q3747541
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747541 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Choose the only one alternative that correctly presents one of the central questions raised in the Text 1:
Alternativas
Q3747540
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747540 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Analyzing Text 1, considering the characteristics of its textual genre as well as its sociocommunicative function, choose the only one alternative that correctly describes its main objective:
Alternativas
Q3747539
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Inglês |
Q3747539 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Textual genres are classifications of texts based on their characteristics and sociocommunicative function, or, broadly speaking, how they are used in society. Based on the features of Text 1 (above), regarding its textual genre, we can correctly classify it as:
Alternativas
Q3747513
Educação Física Treinamento Desportivo ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Educação Física |
Q3747513 Educação Física
A aplicação dos princípios do treinamento esportivo é fundamental para que o profissional de Educação Física organize estímulos adequados, evite sobrecargas desnecessárias e promova adaptações fisiológicas consistentes. O correto entendimento desses princípios permite estruturar programas eficazes para diferentes objetivos — melhora de desempenho, saúde ou condicionamento físico.
Relacione a Coluna I, contendo os princípios do treinamento, com os conceitos da Coluna II. 

COLUNA I — Princípios
1. Individualidade Biológica 2. Sobrecarga 3. Especificidade 4. Continuidade 5. Interdependência Volume–Intensidade
COLUNA II — Conceitos
(a) Determina que o tipo de treinamento deve estar alinhado às características da tarefa, da modalidade ou do sistema energético predominante.
(b) Afirma que nenhum indivíduo responde ao exercício da mesma forma, exigindo ajustes no treinamento segundo fatores como genética, histórico motor, condicionamento prévio e estado de saúde.
(c) Reconhece que volume e intensidade são variáveis que se influenciam mutuamente, devendo ser manipuladas de maneira equilibrada para evitar estagnação ou danos ao processo de adaptação.
(d) Refere-se à necessidade de que a prática seja mantida de forma contínua, pois interrupções prolongadas reduzem ou eliminam as adaptações obtidas.
(e)Define que as cargas devem ser elevadas progressivamente, superando o nível habitual de esforço do indivíduo, para estimular respostas fisiológicas e promover evolução.


Assinale a correlação CORRETA:
Alternativas
Q3747512
Educação Física Fisiologia do Exercício ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Educação Física |
Q3747512 Educação Física
O estudo da fisiologia do exercício permite compreender os efeitos imediatos e de longo prazo gerados pela prática de atividades físicas, ajudando o profissional de Educação Física a planejar intervenções adequadas para diferentes populações, como crianças, adultos, idosos e indivíduos com condições crônicas. A prescrição segura requer integração entre variáveis fisiológicas, comportamentais e ambientais, buscando otimizar desempenho, saúde e adaptabilidade ao treinamento.
Considerando esses aspectos, analise as alternativas e assinale a INCORRETA:
Alternativas
Q3747511
Pedagogia Temas Educacionais Pedagógicos , Aspectos Psicológicos da Educação ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Educação Física |
Q3747511 Pedagogia
A neurociência aplicada à educação fornece subsídios para compreender como o cérebro aprende, como processa informações motoras e como ambientes de ensino podem otimizar o desenvolvimento cognitivo, emocional e motor. No contexto da Educação Física, esses princípios ajudam a estruturar práticas que promovem aprendizagem motora significativa, fortalecimento das funções executivas, motivação e engajamento.
Considerando fundamentos atuais da neurociência educacional, analise as assertivas a seguir:

I. A aprendizagem motora é fortalecida quando o aluno vivencia experiências em que o movimento é associado a contextos significativos e emocionalmente relevantes, uma vez que emoções positivas ampliam a liberação de neurotransmissores relacionados à memória, como dopamina e noradrenalina.

II. A neurociência indica que a prática física estruturada estimula a plasticidade sináptica e favorece a maturação do córtex pré-frontal, região diretamente relacionada ao planejamento motor, autorregulação e tomada de decisão — especialmente em crianças e adolescentes.

III. Em concordância com princípios neurobiológicos atuais, o processo de aprendizagem é majoritariamente um fenômeno inato e automático, sendo pouco influenciado por variáveis ambientais, rotinas de prática ou instrução pedagógica planejada.

IV. Pesquisas em neurociência demonstram que a variação de estímulos motores, aliada ao feedback adequado durante a execução das tarefas, contribui para a consolidação das memórias procedimentais, melhorando precisão, coordenação e retenção do movimento aprendido.


Estão CORRETAS:
Alternativas
Q3747510
Educação Física Avaliação Física , Biomecânica e Cinesiologia ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Brejo do Cruz - PB Prova: EDUCA - 2025 - Prefeitura de Brejo do Cruz - PB - Professor Classe B – Educação Física |
Q3747510 Educação Física
A análise da marcha humana é fundamental nas ciências aplicadas à Educação Física e à Motricidade Humana, pois fornece parâmetros relacionados à autonomia funcional, equilíbrio, comprimento dos passos, cadência, velocidade, instabilidade postural e risco de quedas — especialmente em crianças, adultos sedentários ou idosos. Testes consolidados como o Protocolo de Cerny, a Escala de Tinetti e o Timed Up and Go (TUG) constituem ferramentas amplamente utilizadas em pesquisas e avaliações clínicas, cada qual com objetivos e metodologias distintas.
Considerando as informações presentes no artigo, analise as assertivas a seguir:

I. O Protocolo de Cerny avalia a marcha habitual do indivíduo em uma passarela padronizada, permitindo mensurar velocidade, comprimento dos passos e adaptação da movimentação, sendo amplamente utilizado para investigar disfunções resultantes de alterações de base, equilíbrio ou cadência.

II. A Escala de Tinetti é composta por duas partes independentes — equilíbrio e marcha — e apresenta pontuação total de 28 pontos, sendo que valores abaixo de 19 indicam risco aumentado de quedas; esse instrumento não depende de equipamentos sofisticados e é sensível para identificar alterações sutis durante a marcha.

III. O teste Timed Up and Go (TUG), criado em 1991, é aplicado exclusivamente para idosos frágeis, não sendo considerado válido para crianças, adolescentes ou adultos, devido à impossibilidade de padronização do tempo de execução nesses grupos.

IV. A análise da marcha é uma ferramenta multidimensional, permitindo detectar não apenas alterações locomotoras, mas também relações entre força muscular, estabilidade de tronco, amplitude de movimento e capacidade funcional — o que explica sua relevância para diferentes populações.

V. Segundo o artigo, os testes de avaliação da marcha demonstram limitada aplicabilidade para fins científicos, razão pela qual sua adoção em estudos acadêmicos é restrita e pouco recomendada devido ao baixo grau de padronização metodológica.


Estão CORRETAS:
Alternativas
Respostas
1581: B
1582: A
1583: C
1584: A
1585: B
1586: C
1587: D
1588: C
1589: C
1590: D
1591: B
1592: A
1593: C
1594: C
1595: B
1596: D
1597: A
1598: C
1599: B
1600: C
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