Questões de Concurso
Comentadas para ibam
Foram encontradas 5.648 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988643
Inglês
During a policy symposium on digital governance
in education, a senior advisor stated: “Teachers
are navigating unprecedented epistemological
shifts, and we must ensure that they receive
sustained institutional support if AI is to enhance
rather than erode pedagogical integrity.” (Excerpt
adapted from: MIT Technology Review [2023].
“How Generative AI Is Reshaping Education”) In formally reporting the advisor’s statement within an academic article written after the event, the grammatically accurate and contextually appropriate transformation would be:
“How Generative AI Is Reshaping Education”) In formally reporting the advisor’s statement within an academic article written after the event, the grammatically accurate and contextually appropriate transformation would be:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988642
Inglês
“In policy roundtables, numerous educators have
articulated that they wish institutional investment
in sustained AI training ______ more systematic,
less episodic, and insulated from shifting political
agendas.” (Excerpt adapted from: Harvard
Graduate School of Education [2023]. “Preparing
Teachers for an AI-Driven Future”) The verb form that correctly expresses present
regret concerning an unreal state is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988641
Inglês
“Teachers, ______ professional discernment and
pedagogical autonomy remain indispensable
within AI-augmented classrooms, must be
regarded not as peripheral implementers of policy
but as central agents in shaping ethically
responsible digital futures.” (Excerpt adapted
from: The Conversation [2024]. “Teachers Are
Key to Students’ AI Literacy”)
The correct relative determiner that completes the clause is:
The correct relative determiner that completes the clause is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988640
Inglês
“It has been widely acknowledged that, in the
absence of robust regulatory oversight, vast
repositories of student-generated data ______ in
ways that neither educators nor families are able
to scrutinize effectively.” (Excerpt adapted from:
World Economic Forum [2020]. “Shaping the
Future of Learning”)
The grammatically accurate passive construction expressing epistemic possibility is:
The grammatically accurate passive construction expressing epistemic possibility is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988638
Inglês
“Over the past decade, adaptive AI-driven
assessment models ______ at an unprecedented
pace, progressively reshaping pedagogical
methodologies, accountability metrics, and
evaluative paradigms across diverse educational
jurisdictions.” (Excerpt adapted from: OECD [2021].
“AI and the Future of Skills”)
The verbal phrase that most accurately foregrounds continuity to the present moment is:
The verbal phrase that most accurately foregrounds continuity to the present moment is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988636
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Throughout the text, the author progressively
moves from describing the rapid expansion of
generative AI in education (paragraph 1), to raising
ethical and pedagogical concerns (paragraph 2), to
identifying systemic gaps in training (paragraph 3),
and finally to advocating coordinated policy
investment (paragraphs 4 and 5). This progression
indicates that the author’s primary argumentative
strategy consists of:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988635
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In paragraph 1, the text refers to “these paradigm
shifts”. Considering the context of the passage,
the expression “paradigm shifts” is most nearly
synonymous with:
A ( ) incremental
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988634
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers.” (paragraph 3)
The discourse marker “despite” is strategically employed to:
The discourse marker “despite” is strategically employed to:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988633
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Teachers are uniquely positioned to help guide
students as they grapple with the existential and
social implications of AI alongside practical
concerns for their own and students’ futures.”
(paragraph 2)
In this context, the adjective “existential” most precisely suggests issues that are:
In this context, the adjective “existential” most precisely suggests issues that are:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988632
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers. This widening gap between teacher
competencies and the demands of an AI-infused
classroom is unsustainable.” (paragraph 3)
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988631
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In the final paragraph, the author reinforces the
overall argument by emphasizing that:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988630
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 4 advances the argument that effective
AI integration in schools depends on:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988629
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 3 suggests that the central tension in
current AI implementation in education lies in:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988628
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
According to paragraph 2, the debate surrounding
AI in education extends beyond classroom
management and includes:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988627
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
The first paragraph frames teachers’ current
situation primarily as:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Mauá - SP
Prova:
IBAM - 2026 - Prefeitura de Mauá - SP - Técnico em Contabilidade |
Q3954341
Administração Financeira e Orçamentária
A Lei de Responsabilidade Fiscal estabelece mecanismos
de controle e transparência voltados à gestão
responsável dos recursos públicos, com impactos diretos
sobre as despesas em saúde e educação. No âmbito da
gestão fiscal responsável, assinale a diretriz técnica
correta que deve ser observada em cumprimento à
referida lei.
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Mauá - SP
Prova:
IBAM - 2026 - Prefeitura de Mauá - SP - Técnico em Contabilidade |
Q3954333
Direito Financeiro
A Lei Complementar nº 101 de 2000, conhecida como Lei
de Responsabilidade Fiscal, estabelece normas de
finanças públicas voltadas para a responsabilidade na
gestão fiscal, fixando limites para a despesa total com
pessoal. No que concerne à repartição desses limites
globais entre os Poderes e órgãos em cada esfera da
Federação, conforme o texto legal, assinale a alternativa
correta.
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Mauá - SP
Prova:
IBAM - 2026 - Prefeitura de Mauá - SP - Técnico em Contabilidade |
Q3954331
Noções de Informática
Em uma repartição pública, um técnico administrativo
utiliza o sistema operacional Windows para organizar
documentos digitais relacionados à execução
orçamentária e ao controle de contratos. Durante o
expediente, ele cria pastas, movimenta arquivos entre
diretórios, remove versões desnecessárias e ajusta a
estrutura de armazenamento para facilitar o acesso por
outros servidores. Com base nesse contexto, avalie as
afirmativas a seguir.
I. A criação de pastas no Windows pode ser realizada tanto pelo menu de contexto quanto por atalhos de teclado, permitindo organizar arquivos conforme critérios definidos pelo usuário.
II. Ao copiar um arquivo para outra pasta no mesmo disco, utilizando comandos que efetivamente executem a operação de cópia, o Windows apaga o arquivo original e cria uma duplicata, não ocorrendo substituição automática do arquivo de origem.
III. A exclusão de arquivos por meio da Lixeira permite, em determinadas situações, a recuperação do conteúdo, desde que ele não tenha sido removido de forma permanente.
IV. A organização de arquivos em subpastas interfere apenas na aparência do sistema, não afetando a forma como o Windows localiza arquivos por meio da pesquisa.
V. O uso de nomes descritivos em pastas e arquivos pode contribuir para a localização e o gerenciamento das informações armazenadas no sistema.
Está correto o que se afirma em:
I. A criação de pastas no Windows pode ser realizada tanto pelo menu de contexto quanto por atalhos de teclado, permitindo organizar arquivos conforme critérios definidos pelo usuário.
II. Ao copiar um arquivo para outra pasta no mesmo disco, utilizando comandos que efetivamente executem a operação de cópia, o Windows apaga o arquivo original e cria uma duplicata, não ocorrendo substituição automática do arquivo de origem.
III. A exclusão de arquivos por meio da Lixeira permite, em determinadas situações, a recuperação do conteúdo, desde que ele não tenha sido removido de forma permanente.
IV. A organização de arquivos em subpastas interfere apenas na aparência do sistema, não afetando a forma como o Windows localiza arquivos por meio da pesquisa.
V. O uso de nomes descritivos em pastas e arquivos pode contribuir para a localização e o gerenciamento das informações armazenadas no sistema.
Está correto o que se afirma em:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Mauá - SP
Prova:
IBAM - 2026 - Prefeitura de Mauá - SP - Técnico em Contabilidade |
Q3954330
Segurança da Informação
Em um órgão público, servidores utilizam diariamente a
internet para pesquisar legislação, acessar sistemas
institucionais e trocar informações por e-mail com
fornecedores e outros setores. Em razão do aumento de
tentativas de golpes virtuais e do uso inadequado de
ferramentas digitais, a chefia solicitou orientação sobre
navegação segura, uso de navegadores e motores de
busca, etiqueta digital no correio eletrônico e boas
práticas de segurança da informação. Com base nesse
contexto, analise as afirmativas a seguir.
I. A utilização de motores de busca permite refinar pesquisas por meio de filtros e palavras-chave, contribuindo para localizar informações mais relevantes em menor tempo.
II. Navegadores de internet armazenam dados como histórico e cookies, o que pode facilitar o acesso a sites frequentes, mas também exige atenção quanto à privacidade.
III. No envio de e-mails institucionais, o uso de linguagem adequada, assunto claro e anexos pertinentes favorece a comunicação profissional e reduz interpretações equivocadas.
IV. A criação de senhas combinando letras, números e símbolos tende a aumentar a segurança, especialmente quando não são reutilizadas em diferentes serviços.
V. Mensagens eletrônicas que solicitam dados pessoais ou induzem o clique em links desconhecidos podem caracterizar tentativas de phishing, exigindo cautela do usuário.
Está correto o que se afirma em:
I. A utilização de motores de busca permite refinar pesquisas por meio de filtros e palavras-chave, contribuindo para localizar informações mais relevantes em menor tempo.
II. Navegadores de internet armazenam dados como histórico e cookies, o que pode facilitar o acesso a sites frequentes, mas também exige atenção quanto à privacidade.
III. No envio de e-mails institucionais, o uso de linguagem adequada, assunto claro e anexos pertinentes favorece a comunicação profissional e reduz interpretações equivocadas.
IV. A criação de senhas combinando letras, números e símbolos tende a aumentar a segurança, especialmente quando não são reutilizadas em diferentes serviços.
V. Mensagens eletrônicas que solicitam dados pessoais ou induzem o clique em links desconhecidos podem caracterizar tentativas de phishing, exigindo cautela do usuário.
Está correto o que se afirma em:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Mauá - SP
Prova:
IBAM - 2026 - Prefeitura de Mauá - SP - Técnico em Contabilidade |
Q3954329
Noções de Informática
Um setor administrativo de um órgão público utiliza o
Microsoft Office 2016 para produzir relatórios contábeis,
planilhas de controle financeiro e apresentações
institucionais. Durante a rotina de trabalho, servidores
fazem uso frequente do Word, Excel e PowerPoint,
explorando recursos de edição, formatação, cálculos e
apresentação de informações. Com base nesse cenário,
analise as assertivas a seguir e assinale (V), para as
verdadeiras, e (F), para as falsas.
(__) No Microsoft Word 2016, a inserção de cabeçalhos e rodapés permite repetir informações como numeração de páginas e títulos ao longo do documento, podendo variar conforme a seção configurada.
(__) A utilização de listas numeradas e com marcadores no Word depende exclusivamente do uso de estilos predefinidos, não sendo possível personalizar símbolos ou formatos.
(__) o Microsoft Excel 2016, fórmulas simples como SOMA e MÉDIA permitem cálculos automáticos, sendo atualizadas quando os valores das células de referência são alterados.
(__) A criação de gráficos no Excel exige que os dados estejam obrigatoriamente em uma única coluna, sem possibilidade de uso de linhas como séries.
(__) No PowerPoint 2016, é possível inserir imagens e transições entre slides, de modo que os efeitos visuais auxiliem a compreensão da apresentação, desde que usados com moderação.
(__) No processo de salvamento e impressão no Word, o usuário pode definir opções como formato do arquivo e intervalo de páginas, sem necessidade de alterar o conteúdo do texto.
Assinale a alternativa que apresenta a sequência correta.
(__) No Microsoft Word 2016, a inserção de cabeçalhos e rodapés permite repetir informações como numeração de páginas e títulos ao longo do documento, podendo variar conforme a seção configurada.
(__) A utilização de listas numeradas e com marcadores no Word depende exclusivamente do uso de estilos predefinidos, não sendo possível personalizar símbolos ou formatos.
(__) o Microsoft Excel 2016, fórmulas simples como SOMA e MÉDIA permitem cálculos automáticos, sendo atualizadas quando os valores das células de referência são alterados.
(__) A criação de gráficos no Excel exige que os dados estejam obrigatoriamente em uma única coluna, sem possibilidade de uso de linhas como séries.
(__) No PowerPoint 2016, é possível inserir imagens e transições entre slides, de modo que os efeitos visuais auxiliem a compreensão da apresentação, desde que usados com moderação.
(__) No processo de salvamento e impressão no Word, o usuário pode definir opções como formato do arquivo e intervalo de páginas, sem necessidade de alterar o conteúdo do texto.
Assinale a alternativa que apresenta a sequência correta.
Conheça nossos planos