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Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Histórias |
Q2514237
História
A “história pública” é um guarda-chuva tão acolhedor a ponto de oferecer abrigo a todas as formas de história “popular” - seja
ela a história oral ou a “história dos povos”, a “história aplicada” ou os “estudos dos patrimônios”? A resposta, provavelmente,
é um generoso “sim”: deixai que mil flores desabrochem.
LIDDINGTON, Jill. O que é História Pública? Os públicos e seus passados. In: ALMEIDA, Juniele Rabêlo de; DE OLIVEIRA ROVAI, Marta Gouveia. Introdução à História Pública. São Paulo: Letra e Voz, 2011.
Sobre a questão da História Pública, ela pode ser entendida como sendo
LIDDINGTON, Jill. O que é História Pública? Os públicos e seus passados. In: ALMEIDA, Juniele Rabêlo de; DE OLIVEIRA ROVAI, Marta Gouveia. Introdução à História Pública. São Paulo: Letra e Voz, 2011.
Sobre a questão da História Pública, ela pode ser entendida como sendo
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Histórias |
Q2514236
Pedagogia
Quando aparecem nos livros didáticos, as linhas do tempo são, em sua quase totalidade, restritas apenas aos livros do sexto
ano, como se a aprendizagem temporal fosse uma variável independente do aprofundamento reflexivo, da ampliação em termos de densidade e, até mesmo, de repetição. Ao segmentar o tempo de maneira sucessiva, sem que o passado dialogue com
referências tangíveis no presente e sem que as perspectivas de permanência de um tempo cronológico em uma dimensão
totalizante sejam contrapostas a uma atitude historicizante de templos múltiplos e plurais, as linhas do tempo concorrem, no
máximo, para constituir e reforçar a dimensão do tempo como seta progressiva, sem que se transformem em artefatos de
apoio à construção conceitual.
MIRANDA, Sonia R. Aprender e ensinar o tempo histórico em tempos de incertezas: reflexões e desafios para o professor de história. In: GONÇALVES, Marcia de A. et al. (org.). Qual o valor da história hoje? Rio de Janeiro: FGV, 2012.
As linhas do tempo são utilizadas frequentemente no processo de ensino e aprendizagem do componente curricular de História na Educação Básica. Certamente são muitos os seus fatores positivos, notadamente no Ensino Fundamental II. Entretanto, a crítica feita a esse procedimento metodológico, citado no fragmento acima, se sustenta pelo fato de essa metodologia privilegiar o
MIRANDA, Sonia R. Aprender e ensinar o tempo histórico em tempos de incertezas: reflexões e desafios para o professor de história. In: GONÇALVES, Marcia de A. et al. (org.). Qual o valor da história hoje? Rio de Janeiro: FGV, 2012.
As linhas do tempo são utilizadas frequentemente no processo de ensino e aprendizagem do componente curricular de História na Educação Básica. Certamente são muitos os seus fatores positivos, notadamente no Ensino Fundamental II. Entretanto, a crítica feita a esse procedimento metodológico, citado no fragmento acima, se sustenta pelo fato de essa metodologia privilegiar o
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Histórias |
Q2514235
História e Geografia de Estados e Municípios
Documento I
“Epopeia Cabanagem”, tela de Benedicto Mello. Plenário Newton Miranda, da Assembleia Legislativa do Estado do Pará.
Documento II
É preciso compreender que se fazer cabano no Pará era uma opção difícil e que precisa ser analisada à luz de todo um modo de pensar e de estratégias de lutas, que, em certo modo, constituíam a vida cotidiana daqueles homens e mulheres de 1835 - 1837, porém que foram gestados muito tempo antes, entre pessoas concretas que vinham de inúmeros lugares, com línguas, tradições e trabalhos diferenciados dentro da realidade amazônica.
RICCI, Magda. “De la independencia a la revolución cabana: la Amazonia y el nacimiento de Brasil (1808-1840)”. In: PEREZ, José Manuel Santos & PETIT, Pere. La Amazonia Brasileña en perspectiva histórica. Salamanca: Ediciones Universidad de Salamanca, 2006.
Os documentos apresentados acima produzem duas concepções sobre o movimento cabano, que podem ser identificadas,
respectivamente, em:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Histórias |
Q2514234
História
Olhamos o homem alheio às atividades públicas não como alguém que cuida apenas de seus próprios interesses, mas como um
inútil; nós, cidadãos atenienses, decidimos as questões públicas por nós mesmos na crença de que não é o debate que é empecilho à ação, e sim o fato de não se estar esclarecido pelo debate antes de chegar a hora da ação.
TUCÍDIDES. História da Guerra do Peloponeso. Brasília: UnB, 1987.
No mundo grego antigo, notadamente na cidade de Atenas, a cidadania se relacionava diretamente ao direito de possuir
TUCÍDIDES. História da Guerra do Peloponeso. Brasília: UnB, 1987.
No mundo grego antigo, notadamente na cidade de Atenas, a cidadania se relacionava diretamente ao direito de possuir
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Histórias |
Q2514233
Pedagogia
A sequência cronológica linear não sugere a incorporação da crítica encaminhada pela legislação. O que se verifica é a incorporação de disciplinas ocupadas com a história da África e a história dos povos indígenas, sem relação com a narrativa consagrada
pela tradição. Porém, conforme estudo anterior, elas mais tratam [do Velho Mundo] e de como ele se relacionou com os povos
conquistados do que do modo como na África e na América os processos históricos conheceram outras dinâmicas não demarcadas desde o Velho Mundo.
COELHO, Mauro César Coelho; COELHO, Wilma de Nazaré Baía. “Educação para as Relações Étnico-Raciais e a formação de professores de História nas novas diretrizes para a formação de professores!”. Educar em Revista, Curitiba, v. 37, e77098, 2021.
O fragmento apresentado acima revela a persistência, no campo do ensino de História, de um modelo educacional
COELHO, Mauro César Coelho; COELHO, Wilma de Nazaré Baía. “Educação para as Relações Étnico-Raciais e a formação de professores de História nas novas diretrizes para a formação de professores!”. Educar em Revista, Curitiba, v. 37, e77098, 2021.
O fragmento apresentado acima revela a persistência, no campo do ensino de História, de um modelo educacional
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Histórias |
Q2514232
História
“Alegoria à libertação de todos os escravos na vila de Benevides no Pará”. Jornal “A vida paraense”, de 30 de março de 1884. Citado por SALLES, Vicente. O
negro no Pará. Belém: SECULT, 1988.
A alegoria publicada no periódico “A vida paraense” está intimamente ligada ao Movimento
A alegoria publicada no periódico “A vida paraense” está intimamente ligada ao Movimento
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Histórias |
Q2514231
História
Segundo mapeamento organizado por Vicente Salles, podemos dimensionar a expressiva quantidade desses ajuntamentos
de fugidos em várias partes da Amazônia colonial.
1. Amapá: Oiapoque-Calçoene. 2. Amapá: Mazagão. 3. Pará: Alenquer (Rio Curuá). 4. Pará: Óbidos (Rio Trombetas/Cuminá). 5. Pará: Alcobaça (hoje Tucuruí) / Cametá (Rio Tocantins). 6. Pará: Caxiú (Rio Moju/Capim). 7. Pará: Mocajuba (litoral Atlântico do Pará). 8. Pará: Gurupi (atual divisa entre Pará e Maranhão). 9. Maranhão: Turiaçú (Rio Maracassumé). 10. Maranhão: Turiaçú (Rio Turiaçú). 11. Pará: Anajás (Lago Mocambo, ilha do Marajó).
BARRIGA, Letícia Pereira. O quadrilátero cabano e as cabanagens nos sertões da Amazônia: guerra, índios, rios e matas (1790-1841). Universidade Federal do Pará. Programa de Pós-graduação em História Social da Amazônia. Tese de Doutorado. Belém, 2023.
Segundo o levantamento de Vicente Salles, o espaço Colonial Amazônico foi palco de diversos movimentos que podem ser definidos como
1. Amapá: Oiapoque-Calçoene. 2. Amapá: Mazagão. 3. Pará: Alenquer (Rio Curuá). 4. Pará: Óbidos (Rio Trombetas/Cuminá). 5. Pará: Alcobaça (hoje Tucuruí) / Cametá (Rio Tocantins). 6. Pará: Caxiú (Rio Moju/Capim). 7. Pará: Mocajuba (litoral Atlântico do Pará). 8. Pará: Gurupi (atual divisa entre Pará e Maranhão). 9. Maranhão: Turiaçú (Rio Maracassumé). 10. Maranhão: Turiaçú (Rio Turiaçú). 11. Pará: Anajás (Lago Mocambo, ilha do Marajó).
BARRIGA, Letícia Pereira. O quadrilátero cabano e as cabanagens nos sertões da Amazônia: guerra, índios, rios e matas (1790-1841). Universidade Federal do Pará. Programa de Pós-graduação em História Social da Amazônia. Tese de Doutorado. Belém, 2023.
Segundo o levantamento de Vicente Salles, o espaço Colonial Amazônico foi palco de diversos movimentos que podem ser definidos como
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514230
Inglês
Texto associado
Agatha Christie
Agatha Christie is one of the rare writers who has completely transcended pop culture to become a more or less permanent
fixture in the literary filament. Most authors — even best-selling authors who won awards and enjoyed huge sales of their
books — fade away shortly after they die, their work falling out of fashion. A favorite example is George Barr McCutcheon,
who had several bestsellers in the early 20th century — including "Brewster’s Millions," which has been adapted to film seven
times — and was quite the literary star. A hundred years later, few people know his name, and if they know the title of his
most famous work, it’s probably because of Richard Pryor.
But Christie is something else entirely. [...] Christie’s works are protected from the sort of rot that makes most non-literary
classics fade from the public mind, of course, because they are generally quite clever, and the mysteries they describe and
solve are crimes and schemes that could still be attempted today despite the march of time and technology. That makes
Christie’s stories very adaptable, and indeed they are still adapting her most famous novels for television and film. Whether
as period pieces or with effortless updates, these stories remain the gold standard for a “whodunnit.” On top of that, despite
being a writer of paperback mysteries, a traditionally low-rent genre, Christie injected a certain thrilling literary adventure
into her writing, ignoring the rules quite often and setting new standards [...].
And that’s likely the reason for Christie’s continued popularity. Despite writing what could have been tossed-off novels that
sold like hotcakes and were then forgotten, Christie managed a perfect balance between intelligent artistry and the red meat
of surprise twists, sudden reveals, and convoluted murder plots. Tha t literary intelligence, in fact, means that there’s a lot
more than just clues to the mystery at hand in Christie’s stories — in fact, there are clues to Agatha Christie herself hidden in
her prose.
(Adapted from: https://www.thoughtco.com/agatha-christie-secrets-4137763)
Analyze the sentences below:
1. “Agatha Christie is one of the rare writers who has completely transcended pop culture...” 2. “[...] Christie is something else entirely...” 3. “[...] Christie injected a certain thrilling literary adventure into her writing...”
It is correct to affirm that:
1. “Agatha Christie is one of the rare writers who has completely transcended pop culture...” 2. “[...] Christie is something else entirely...” 3. “[...] Christie injected a certain thrilling literary adventure into her writing...”
It is correct to affirm that:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514229
Inglês
Texto associado
Agatha Christie
Agatha Christie is one of the rare writers who has completely transcended pop culture to become a more or less permanent
fixture in the literary filament. Most authors — even best-selling authors who won awards and enjoyed huge sales of their
books — fade away shortly after they die, their work falling out of fashion. A favorite example is George Barr McCutcheon,
who had several bestsellers in the early 20th century — including "Brewster’s Millions," which has been adapted to film seven
times — and was quite the literary star. A hundred years later, few people know his name, and if they know the title of his
most famous work, it’s probably because of Richard Pryor.
But Christie is something else entirely. [...] Christie’s works are protected from the sort of rot that makes most non-literary
classics fade from the public mind, of course, because they are generally quite clever, and the mysteries they describe and
solve are crimes and schemes that could still be attempted today despite the march of time and technology. That makes
Christie’s stories very adaptable, and indeed they are still adapting her most famous novels for television and film. Whether
as period pieces or with effortless updates, these stories remain the gold standard for a “whodunnit.” On top of that, despite
being a writer of paperback mysteries, a traditionally low-rent genre, Christie injected a certain thrilling literary adventure
into her writing, ignoring the rules quite often and setting new standards [...].
And that’s likely the reason for Christie’s continued popularity. Despite writing what could have been tossed-off novels that
sold like hotcakes and were then forgotten, Christie managed a perfect balance between intelligent artistry and the red meat
of surprise twists, sudden reveals, and convoluted murder plots. Tha t literary intelligence, in fact, means that there’s a lot
more than just clues to the mystery at hand in Christie’s stories — in fact, there are clues to Agatha Christie herself hidden in
her prose.
(Adapted from: https://www.thoughtco.com/agatha-christie-secrets-4137763)
Relative pronouns are: that, who, whom, which, and whose. They refer to terms quoted previously and must be used to introduce a subordinated and main sentence.
(Source: https://brasilescola.uol.com.br/ingles/relative-pronouns.htm)
The pronoun “who” underlined in the first paragraph of Agatha Christie’s biography is:
(Source: https://brasilescola.uol.com.br/ingles/relative-pronouns.htm)
The pronoun “who” underlined in the first paragraph of Agatha Christie’s biography is:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514228
Inglês
Texto associado
Agatha Christie
Agatha Christie is one of the rare writers who has completely transcended pop culture to become a more or less permanent
fixture in the literary filament. Most authors — even best-selling authors who won awards and enjoyed huge sales of their
books — fade away shortly after they die, their work falling out of fashion. A favorite example is George Barr McCutcheon,
who had several bestsellers in the early 20th century — including "Brewster’s Millions," which has been adapted to film seven
times — and was quite the literary star. A hundred years later, few people know his name, and if they know the title of his
most famous work, it’s probably because of Richard Pryor.
But Christie is something else entirely. [...] Christie’s works are protected from the sort of rot that makes most non-literary
classics fade from the public mind, of course, because they are generally quite clever, and the mysteries they describe and
solve are crimes and schemes that could still be attempted today despite the march of time and technology. That makes
Christie’s stories very adaptable, and indeed they are still adapting her most famous novels for television and film. Whether
as period pieces or with effortless updates, these stories remain the gold standard for a “whodunnit.” On top of that, despite
being a writer of paperback mysteries, a traditionally low-rent genre, Christie injected a certain thrilling literary adventure
into her writing, ignoring the rules quite often and setting new standards [...].
And that’s likely the reason for Christie’s continued popularity. Despite writing what could have been tossed-off novels that
sold like hotcakes and were then forgotten, Christie managed a perfect balance between intelligent artistry and the red meat
of surprise twists, sudden reveals, and convoluted murder plots. Tha t literary intelligence, in fact, means that there’s a lot
more than just clues to the mystery at hand in Christie’s stories — in fact, there are clues to Agatha Christie herself hidden in
her prose.
(Adapted from: https://www.thoughtco.com/agatha-christie-secrets-4137763)
Based on the text, it is correct to affirm that Agatha Christie’s popularity is due to:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514227
Inglês
Look at some of the song’s verses Return to Sender, by Elvis Presley, and mark the alternative that presents the verb in the
infinitive and its respective forms in the past and the participle of the underlined verb.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514226
Inglês
Check the alternative with the plural of the nouns and in their respective order it is presented below:
LETTER – POSTMAN – SACK – ADDRESS – NUMBER – ZONE – MAILBOX – HAND – DAY
LETTER – POSTMAN – SACK – ADDRESS – NUMBER – ZONE – MAILBOX – HAND – DAY
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514225
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
According to the text “Failed policies and false promises bedevil multilingualism in South Africa” write true ( T ) or false ( F )
in the following sentences:
( ) One of the South African language policies guarantees that learners must choose their preferred language of learning on admission to a school, and if it is unavailable in the chosen school, they can apply to the provincial education department to provide instruction. ( ) South Africa is a multilingual country with twelve languages used among people, however, English is the only one necessary to be admitted to a school. ( ) South Africa is a multilingual country with eleven official languages, but language policies failed to promote their development all over the country. ( ) According to the Vice-Chancellor of the University of Cape Town (UCT), some researchers suggest that schools are not deciding on using indigenous African languages as languages of learning and teaching because of English influence. ( ) South African people do not have opportunities denied if they are fluent in six of the country’s languages and do not communicate and understand well in English.
Mark the correct alternative:
( ) One of the South African language policies guarantees that learners must choose their preferred language of learning on admission to a school, and if it is unavailable in the chosen school, they can apply to the provincial education department to provide instruction. ( ) South Africa is a multilingual country with twelve languages used among people, however, English is the only one necessary to be admitted to a school. ( ) South Africa is a multilingual country with eleven official languages, but language policies failed to promote their development all over the country. ( ) According to the Vice-Chancellor of the University of Cape Town (UCT), some researchers suggest that schools are not deciding on using indigenous African languages as languages of learning and teaching because of English influence. ( ) South African people do not have opportunities denied if they are fluent in six of the country’s languages and do not communicate and understand well in English.
Mark the correct alternative:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514224
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
From the text reading, it is possible to infer that the key challenge of multilingualism policies in South Africa is:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514223
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
Mark the alternative that explains the use of the underlined words with -ing in the utterance: “The policy framework is also
meant to highlight the role of higher education in creating and promoting conditions for the development of historically
marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...]”.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514222
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
The underlined word in “History has shown that despite their lofty intentions, both policies have failed to redress the situation” is an ___________ and may be replaced by ____________ as a synonym. Mark the alternative that fills in the blanks
correctly.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514221
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
Read the sentences below and mark the one that presents a preposition of time.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Ciências |
Q2514220
Saúde Pública
As Infecções Sexualmente Transmissíveis (IST) são causadas por vírus, bactérias ou outros microrganismos. Elas são transmitidas, principalmente, por meio do contato sexual (oral, vaginal, anal) sem o uso de camisinha masculina ou feminina, com uma
pessoa que esteja infectada.
Disponível em: https://www.gov.br/Texto adaptado
O HIV causa uma IST, que merece atenção da saúde pública, a AIDS. Sobre formas de prevenção contra o HIV/AIDS, assinale a alternativa correta.
Disponível em: https://www.gov.br/Texto adaptado
O HIV causa uma IST, que merece atenção da saúde pública, a AIDS. Sobre formas de prevenção contra o HIV/AIDS, assinale a alternativa correta.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Ciências |
Q2514219
Biologia
CRISPR: Uma nova maneira para editar o DNA.
O sistema CRISPR/Cas9 mantém as bactérias protegidas de vírus. E vem sendo usado por cientistas para editar o DNA de organismos em laboratório. A capacidade de modificar DNA em laboratório nos permite saber mais sobre como o DNA funciona,
tratar doenças e desenvolver novos produtos. A tecnologia CRISPR/Cas9 oferece inúmeros benefícios quando usada de maneira
responsável.
Disponível em: https://parajovens.unesp.br/. Texto modificado
Entre as aplicações de CRISPR/Cas, destaca-se:
Disponível em: https://parajovens.unesp.br/. Texto modificado
Entre as aplicações de CRISPR/Cas, destaca-se:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Ciências |
Q2514218
Biologia
O ciclo celular pode ser subdivido em duas etapas: interfase e divisão celular, que pode ser por mitose ou por meiose, seguida
de citocinese. O gene TP53 é responsável pela integridade do genoma e oncogênese. Estudos em camundongos demonstram
que há incidência aumentada de tumores quando o gene está deficiente ou mutado.
Sobre o gene TP53, sua ação é observada na
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