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Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826611
Inglês
In which sentence is the pronoun reference
ambiguous?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826610
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
The connector “On the contrary” in the third
paragraph establishes with the previous paragraph
a relation of:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826609
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
In the sentence “the failure of the methodology
in this context would soon become evident”, the
word evident most nearly means:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826608
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
What was the main rationale for prioritizing
reading skills in regular Brazilian schools during
the 1980s and 1990s?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826607
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
According to the text, why did the audiolingual
method initially gain prestige in Brazil?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826606
Inglês
Choose the sentence in which the verb tense
is correctly used:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826605
Inglês
Choose the sentence in which the highlighted
word is formed through derivation by suffixation:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826604
Inglês
Texto associado
“In an unstable context in social and political fields,
the Brazilian government published the Base
Nacional Comum Curricular (BNCC) in 2018,
aiming at giving normative directions to basic
education. Addressing English teaching, BNCC
contains parts related to critical reflection in its
introduction, five organizational axis, specific
competences, and particular skills for each year.
These excerpts produce fertile field to
appreciations before the consolidation of a
curricular system that respects each schools’
specificities. Therefore, BNCC’s critical component
is analyzed aiming to denaturalize supremacy and
subalternity discourses (MENEZES DE SOUZA,
2011), from critical literacies theories (MONTE
MÓR, 2017; 2018; MENEZES DE SOUZA,
GUILHERME, 2019), aiming at interpreting how
BNCC’s perceptions are presented in the process
of critical awareness (FREIRE, 2001) in English
teaching/learning. In this context, this research is
qualitative, exploratory, and interpretativist,
configuring a reading towards BNCC’s critical
reflection in a social engaged perspective,
projecting education as an agent to social
transformation. It is perceived an advance towards
critical notions of the subject and language, though
the document still reflects globalization and social
interactions perspectives that need reflection to
demystify notions historically built by a social
minority who still possesses privileges.”
(Adapted from:
http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984-
64442023000100233&lng=en&nrm=iso)
The verb “denaturalize” in the text most nearly
means:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826603
Inglês
Texto associado
“In an unstable context in social and political fields,
the Brazilian government published the Base
Nacional Comum Curricular (BNCC) in 2018,
aiming at giving normative directions to basic
education. Addressing English teaching, BNCC
contains parts related to critical reflection in its
introduction, five organizational axis, specific
competences, and particular skills for each year.
These excerpts produce fertile field to
appreciations before the consolidation of a
curricular system that respects each schools’
specificities. Therefore, BNCC’s critical component
is analyzed aiming to denaturalize supremacy and
subalternity discourses (MENEZES DE SOUZA,
2011), from critical literacies theories (MONTE
MÓR, 2017; 2018; MENEZES DE SOUZA,
GUILHERME, 2019), aiming at interpreting how
BNCC’s perceptions are presented in the process
of critical awareness (FREIRE, 2001) in English
teaching/learning. In this context, this research is
qualitative, exploratory, and interpretativist,
configuring a reading towards BNCC’s critical
reflection in a social engaged perspective,
projecting education as an agent to social
transformation. It is perceived an advance towards
critical notions of the subject and language, though
the document still reflects globalization and social
interactions perspectives that need reflection to
demystify notions historically built by a social
minority who still possesses privileges.”
(Adapted from:
http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984-
64442023000100233&lng=en&nrm=iso)
In the sentence “These excerpts produce fertile
field to appreciations,” the expression fertile field is
closest in meaning to:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826601
Saúde Pública
Julgue as afirmativas sobre os dados em
vigilância epidemiológica:
I. O uso de dados confiáveis e atualizados é essencial para a tomada de decisões em saúde pública.
II. Isso se deve ao fato de que a qualidade dos dados (completude, precisão e atualidade) influencia diretamente a capacidade de detectar padrões, tendências e riscos de doenças.
Dessa forma, entende-se que a alternativa correta é:
I. O uso de dados confiáveis e atualizados é essencial para a tomada de decisões em saúde pública.
II. Isso se deve ao fato de que a qualidade dos dados (completude, precisão e atualidade) influencia diretamente a capacidade de detectar padrões, tendências e riscos de doenças.
Dessa forma, entende-se que a alternativa correta é:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826600
Engenharia Ambiental e Sanitária
Analise as afirmações a seguir sobre poluição
do solo e seus impactos à saúde humana:
I. O descarte inadequado de resíduos industriais e agrotóxicos no solo pode contaminar lençóis freáticos, ocasionando a presença de metais pesados e nitratos na água consumida pela população, com risco de doenças crônicas.
II. A contaminação do solo por metais pesados e nitratos só representa risco à saúde humana quando a água contaminada é consumida diretamente, não afetando alimentos cultivados na região.
De acordo com a análise, assinale a alternativa correta:
I. O descarte inadequado de resíduos industriais e agrotóxicos no solo pode contaminar lençóis freáticos, ocasionando a presença de metais pesados e nitratos na água consumida pela população, com risco de doenças crônicas.
II. A contaminação do solo por metais pesados e nitratos só representa risco à saúde humana quando a água contaminada é consumida diretamente, não afetando alimentos cultivados na região.
De acordo com a análise, assinale a alternativa correta:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826599
Direito Sanitário
Sobre a abrangência da Vigilância Sanitária, é
correto afirmar que ela:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826598
Direito Sanitário
Nos termos da Legislação Sanitária Federal
(Lei nº 6.437/1977), constitui infração sanitária o
funcionamento de estabelecimentos que
fabriquem ou manipulem alimentos,
medicamentos, saneantes ou outros produtos de
interesse à saúde pública sem o devido
licenciamento sanitário. Nessa situação, a
autoridade sanitária poderá aplicar, entre outras, a
seguinte penalidade:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826596
Saúde Pública
De acordo com a Portaria de Consolidação
GM/MS nº 5/2017, que consolida normas de
vigilância em saúde no Brasil, o Anexo XX
estabelece as exigências de controle e vigilância
da qualidade da água destinada ao consumo
humano.
Segundo a norma:
SAA (Sistema de Abastecimento de Água): rede pública de abastecimento coletivo.
SAC (Solução Alternativa Coletiva): abastecimento coletivo por meio de soluções alternativas, como poços comunitários ou pequenos sistemas rurais.
SAI (Solução Alternativa Individual): abastecimento individual, como poços ou cisternas particulares.
Considerando essas definições e as responsabilidades de controle e vigilância previstas no Anexo XX, assinale a alternativa correta:
Segundo a norma:
SAA (Sistema de Abastecimento de Água): rede pública de abastecimento coletivo.
SAC (Solução Alternativa Coletiva): abastecimento coletivo por meio de soluções alternativas, como poços comunitários ou pequenos sistemas rurais.
SAI (Solução Alternativa Individual): abastecimento individual, como poços ou cisternas particulares.
Considerando essas definições e as responsabilidades de controle e vigilância previstas no Anexo XX, assinale a alternativa correta:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826595
Nutrição
O controle sanitário de alimentos no Brasil
envolve diferentes setores governamentais, com
responsabilidades distribuídas entre as esferas
federal, estadual e municipal. No âmbito federal,
os órgãos competentes exercem funções de
regulação, fiscalização e coordenação dentro de
suas áreas de atuação. Considerando isso,
assinale a alternativa que apresenta corretamente
os setores envolvidos e os órgãos federais
responsáveis pelo controle de alimentos:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826594
Saúde Pública
Entre as competências da ANVISA no âmbito
do SNVS, assinale a alternativa correta:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826593
Direito Sanitário
Conforme a legislação que institui o SNVS, a
Agência Nacional de Vigilância Sanitária
(ANVISA) é caracterizada como:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826592
Direito Sanitário
A Lei nº 6.437/77, que define as infrações à
legislação sanitária federal, estabelece, em seu
Artigo 12º, que as infrações sanitárias serão
apuradas em processo administrativo próprio,
iniciado com a lavratura do auto de infração,
observados os ritos e prazos nela estabelecidos
(BRASIL, 1977). A instauração do Processo
Administrativo Sanitário (PAS) ocorre mediante a
lavratura do Auto de Infração Sanitária, que se
constitui na peça inaugural do processo. Analise
as afirmativas a seguir sobre o PAS como
verdadeiras (V) ou falsas (F):
( ) A lavratura do Auto de Infração Sanitária é a etapa que inicia formalmente o Processo Administrativo Sanitário.
( ) O infrator poderá apresentar defesa ou impugnação do auto de infração no prazo de 15 (quinze) dias, contados de sua notificação.
( ) A lei obriga ao autuado a apresentação de defesa e/ou impugnação ao Auto de Infração Sanitária.
( ) Finalizadas as etapas de análise e julgamento, ocorre a aplicação da penalidade ou o arquivamento do processo, conforme a decisão final.
( ) As penalidades ao infrator podem ser aplicadas de forma isolada ou cumulativa, conforme a natureza da infração e os impactos que ela ocasionar à saúde.
Com base na análise, a sequência correta é:
( ) A lavratura do Auto de Infração Sanitária é a etapa que inicia formalmente o Processo Administrativo Sanitário.
( ) O infrator poderá apresentar defesa ou impugnação do auto de infração no prazo de 15 (quinze) dias, contados de sua notificação.
( ) A lei obriga ao autuado a apresentação de defesa e/ou impugnação ao Auto de Infração Sanitária.
( ) Finalizadas as etapas de análise e julgamento, ocorre a aplicação da penalidade ou o arquivamento do processo, conforme a decisão final.
( ) As penalidades ao infrator podem ser aplicadas de forma isolada ou cumulativa, conforme a natureza da infração e os impactos que ela ocasionar à saúde.
Com base na análise, a sequência correta é:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826591
Direito Ambiental
A Política Nacional de Resíduos Sólidos
(PNRS) criada a partir da Lei nº 12.305/2010,
reúne o conjunto de princípios, objetivos,
instrumentos, diretrizes, metas e ações para a
gestão e o gerenciamento ambientalmente
adequado dos resíduos sólidos no Brasil.
Considerando as diretrizes dessa política, assinale
a alternativa correta:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826590
Segurança e Saúde no Trabalho
A Norma Reguladora 32 (NR-32: Saúde e
segurança no trabalho em serviços de saúde) tem
por finalidade estabelecer as diretrizes básicas
para a implementação de medidas de proteção à
segurança e à saúde dos trabalhadores dos
serviços de saúde, bem como daqueles que
exercem atividades de promoção e assistência à
saúde em geral. Com base nas medidas de
proteção previstas contra os riscos biológicos,
assinale a alternativa correta:
Conheça nossos planos