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Q4247127
Biologia Ecologia e ciências ambientais , Cadeias e teias alimentares ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Biologia |
Q4247127 Biologia

Em pesquisa publicada recentemente, cientistas identificaram poluentes orgânicos persistentes (POPs), banidos há décadas, em sete espécies de aves marinhas na costa do Brasil (seis migratórias e uma nativa). O achado serve de alerta para os riscos de contaminação na alimentação humana.


A relação entre a contaminação das aves marinhas e o risco para os seres humanos pode ser explicada pelos fenômenos conhecidos como bioacumulação e biomagnificação.


Sobre eles, é correto afirmar que 

Alternativas
Q4247126
Biologia Ecologia e ciências ambientais , Ciclos biogeoquímicos , Biomas brasileiros ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Biologia |
Q4247126 Biologia
Para exemplificar como a ação humana contribui para as mudanças climáticas, um professor apresentou aos alunos os resultados de um estudo sobre a Amazônia brasileira. O trabalho revisou dados de desmatamentos, temperatura e chuvas no bioma e concluiu que o período de estiagem está mais severo e a temperatura da floresta aumentou 2 graus entre 1985 e 2020.

Com o objetivo de identificar e superar concepções equivocadas sobre mudanças climáticas e compreender o papel das ações humanas nesse processo, o professor propôs a análise dos itens a seguir.

I. O desmatamento e as queimadas são ações antrópicas que contribuem para as mudanças climáticas pois, além de interferirem no ciclo do carbono, alteram também o processo de evapotranspiração.

II. O efeito estufa é um fenômeno natural fundamental para manter a temperatura do planeta propícia à vida, mas a ação humana intensifica esse processo ao aumentar a retenção de calor na atmosfera.

III. A preservação das florestas em estágio clímax, como a Amazônia, é fundamental para mitigar as mudanças climáticas, pois esses ecossistemas apresentam elevada produtividade primária líquida e, por isso, realizam continuamente o maior sequestro de carbono da atmosfera entre todos os ecossistemas terrestres.

Está correto o que se afirma em 
Alternativas
Q4247125
Saúde Pública Meio Ambiente e Saúde Pública ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Biologia |
Q4247125 Saúde Pública
A poluição sonora é considerada um dos principais riscos ambientais à saúde em todas as faixas etárias e grupos. No Ensino Médio, o tema pode ser abordado de forma interdisciplinar: dialoga com a Física, pelo estudo das ondas mecânicas; com a Biologia, ao detalhar a fisiologia do ouvido humano; e até mesmo com a Sociologia, que pode propor a análise do hábito cultural do uso de fones de ouvido sob a lente da desigualdade socioeconômica: pessoas com melhores condições financeiras podem adquirir aparelhos de melhor qualidade e com abafamento de ruídos, enquanto classes mais pobres usam fones mais baratos e com distorção de sons.

Com relação à audição humana e aos impactos causados pela poluição sonora, assinale (V) para afirmativa verdadeira e (F) para falsa.

( ) A cóclea é o componente da orelha interna responsável pela audição. A chegada das ondas sonoras faz com que o líquido em seu interior se movimente, estimulando as células sensoriais ciliadas a converterem a energia sonora em impulsos elétricos.

( ) A poluição sonora pode causar estresse, hipertensão e problemas cardíacos, especialmente quando há exposição frequente ou prolongada a níveis elevados de ruído.

( ) O zumbido no ouvido após o uso de fones em volume alto é uma resposta protetora do organismo e indica uma adaptação fisiológica do tímpano e das células sensoriais, tornando-os tolerantes à exposição a elevados decibéis.

As afirmativas são, respectivamente,
Alternativas
Q4247124
Biologia Ecologia e ciências ambientais , Biomas brasileiros ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Biologia |
Q4247124 Biologia
No estado de São Paulo, a destruição do Cerrado tem contornos dramáticos: no início do século XX, 18,2% do território era coberto pelo bioma. Cem anos depois, resta menos de 1%. Muitas vezes considerado um ‘mato qualquer,’ em contraposição à exuberante Mata Atlântica, o Cerrado demorou para entrar na agenda de conservação ambiental paulista. Rapidamente desmatado, foi sumindo e, no senso comum, acabou sendo associado como um bioma presente no centro-oeste brasileiro. Mas o Cerrado costumava atravessar o território paulista até alcançar o norte do Paraná.

https://redecerrado.org.br/historiasdocerrado/home/sao-paulo/

Com relação ao bioma Cerrado, analise os itens a seguir.

I. É composto principalmente por formação do tipo savana, mas também apresenta trechos de formações florestais, nos quais há predominância de espécies arbóreas, que formam um dossel contínuo.

II. É o segundo maior bioma brasileiro, mas possui baixa biodiversidade, pois o longo período anual de estiagem, o solo pobre em nutrientes e a ocorrência sistemática de incêndios naturais são fatores limitantes à sobrevivência.

III. Apresenta uma porção subterrânea da vegetação que, em geral, constitui maior biomassa que a parte aérea, formando uma espécie de “floresta invertida”. Muitas espécies possuem raízes profundas, que desempenham papel importante na manutenção dos rios que abastecem grande parte do país.

Está correto o que se afirma em
Alternativas
Q4247123
Biologia Ecologia e ciências ambientais ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Biologia |
Q4247123 Biologia
O sabiá-laranjeira tem cantado cada vez mais cedo nas madrugadas de São Paulo. O canto tem a função de atrair as fêmeas da espécie, e a escolha desse horário é estratégica. O elevado nível de ruído nas grandes cidades, especialmente durante o horário comercial, dificulta que as fêmeas escutem a melodia. Já em cidades menores ou na natureza, o canto começa mais tarde. O biólogo Sandro von Matter coletou dados em diversas cidades dos estados de São Paulo e do Rio de Janeiro e concluiu que, nas metrópoles, o sabiá-laranjeira inicia seu canto até cinco horas antes do que nas cidades menores do interior.

Adaptado de https://jornal.unesp.br/2025/09/25/.

O texto acima, que aborda a mudança no horário do canto do sabiá-laranjeira, poderia ser utilizado em uma aula de Biologia para mostrar 
Alternativas
Q4246821
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246821 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

Text III refers to ELF as “a guiding concept for English Language Teaching (ELT)”.

From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
Alternativas
Q4246820
Inglês Pronomes | Pronouns , Pronome possessivo adjetivo | Possessive adjective ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246820 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

As part of the curriculum, the teacher should introduce students to possessive adjectives. One strategy that can be used is asking them to underline the possessive adjective in a sentence and discussing its use.

In the case of the sentence “its implementation has brought significant challenges”, the possessive adjective is in the
Alternativas
Q4246819
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246819 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

In the sentence “These challenges underscore the pivotal role of teacher education”, the verb can be replaced, without significant change of meaning, by
Alternativas
Q4246818
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246818 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

Teachers “who often lack a clear understanding of the concept” are those whose knowledge of the concept is
Alternativas
Q4246817
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246817 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

The fragment “the measure has sparked debate and controversy” implies that the measure has
Alternativas
Q4246816
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246816 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

The focus of Text III is to: 
Alternativas
Q4246811
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can be
Alternativas
Q4246810
Inglês Interpretação de texto | Reading comprehension , Caso genitivo | Genitive case ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the genitive case. In order to teach how to express possession, the only sentence that the teacher could use as an example is
Alternativas
Q4246809
Inglês Orações condicionais | Conditional Clauses ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246809 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In writing the clause “if no coping mechanisms are provided”, the author has used the
Alternativas
Q4246808
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246808 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In an English as a Lingua Franca (ELF) setting, it is important that students learn how new words are created, as this will help them expand their vocabulary and understand how the new word can be used in different contexts. To do so, one possibility is writing the word “interplay” on the blackboard and asking them how it is formed.

They should answer that “interplay” is formed by a(n)
Alternativas
Q4246807
Inglês Advérbios e conjunções | Adverbs and conjunctions , Os advérbios (grau, a finalidade, contraste ...) | Adverbs (degree, purpose, contrast...) , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The adverb “even” in “and even classroom performance” implies that something is 
Alternativas
Q4246806
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
According to Text I, if teachers neglect strategies for dealing with stress, they may feel
Alternativas
Q4246805
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246805 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The sentence “Emotions are not just fleeting states” means that emotions are actually
Alternativas
Q4246804
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246804 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The verb phrase “delving into” in the subtitle implies that EFL teachers’ emotions and professional identities will be
Alternativas
Q4246803
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
Based on Text I, mark the statements below as true (T) or false (F).

I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.

The statements are, respectively, 
Alternativas
Respostas
1781: E
1782: B
1783: D
1784: C
1785: B
1786: C
1787: C
1788: E
1789: B
1790: E
1791: B
1792: E
1793: D
1794: B
1795: D
1796: D
1797: C
1798: C
1799: A
1800: D
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