Questões de Concurso
Comentadas para prefeitura de vitória do mearim - ma
Foram encontradas 529 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839382
História e Geografia de Estados e Municípios
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Sobre a formação inicial de Vitória do Mearim, assinale
a alternativa INCORRETA:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839381
História e Geografia de Estados e Municípios
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Considerando o processo de evolução político-administrativa e a mudança de denominação do
município de Vitória do Mearim, assinale a alternativa
INCORRETA:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839380
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
A leitura adequada do texto exige principalmente a
estratégia de:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839379
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
O texto exemplifica o princípio da BNCC de que o
ensino de línguas deve:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839378
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
O discurso indireto correto de She said, “I am learning
English” é:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839377
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
O conectivo HOWEVER introduz ideia de:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839376
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Assinale a frase com uso adequado de preposição:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839375
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Em “students’ daily lives”, o apóstrofo indica:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839374
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
A frase correta no futuro condicional é:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839373
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
A alternativa que apresenta um phrasal verb é:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839372
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Em “the classroom goes online”, o verbo GOES
expressa:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839371
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Assinale a alternativa em que há um modal verb
corretamente empregado:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839370
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
A forma verbal correta para completar a frase é:
If teachers _____ the context, learning becomes more meaningful.
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839369
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
O termo WHO na frase “Teachers who understand this
shift no longer see themselves as the only source of
knowledge” exerce a função de:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839368
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Em “Teachers who understand this shift no longer see
themselves as the only source of knowledge”, o verbo
SEE encontra-se no:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839366
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Considerando o gênero textual, o texto pode ser
classificado predominantemente como:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839365
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
No trecho “What truly matters is how these resources
are used”, o pronome THESE retoma:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839364
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
O texto defende que o principal desafio do uso das
tecnologias no ensino de inglês é:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Provas:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais
|
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Educação Física - Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de História - Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Geografia - Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Ciências - Ensino Fundamental - Anos Finais |
Q3839359
Raciocínio Lógico
Assinale corretamente a assertiva que representa uma
equivalência lógica da seguinte proposição:
“Se João é alto então José é baixo”
“Se João é alto então José é baixo”
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Provas:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais
|
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Educação Física - Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de História - Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Geografia - Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Ensino Fundamental - Anos Finais |
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Ciências - Ensino Fundamental - Anos Finais |
Q3839358
Português
Texto associado
O espelho da sociedade em “O Animal Social”
Publicado pela primeira vez nos anos 1970 e
constantemente atualizado, O Animal Social, de Elliot
Aronson, tornou-se um dos clássicos mais influentes da
psicologia social. Nele, o autor conduz o leitor a uma jornada
fascinante sobre como nossas atitudes, escolhas e até
emoções mais íntimas são moldadas pelas interações com
os outros. Aronson mostra que compreender o ser humano
exige olhar para além do indivíduo isolado: é preciso
enxergar o tecido social que sustenta — e muitas vezes
direciona — cada comportamento.
Com exemplos vivos e pesquisas instigantes, o livro examina
fenômenos como a conformidade, a persuasão e os
estereótipos, revelando o quanto somos permeáveis às
pressões de grupos, à propaganda e à opinião alheia. Em vez
de limitar-se a uma análise acadêmica, o autor costura
narrativas que tornam evidente como esses mecanismos se
manifestam em situações comuns, do convívio familiar às
decisões po0líticas.
Entre os episódios mais marcantes discutidos por Aronson
está o experimento de Solomon Asch, no qual voluntários
eram convidados a identificar, em cartões simples, qual
linha era igual a outra em comprimento. Quando os
cúmplices do pesquisador — que faziam parte do grupo de
avaliação — davam respostas evidentemente erradas,
muitos participantes acabavam cedendo à pressão e
repetindo o erro coletivo. O resultado expõe de maneira
clara como a busca por aceitação social pode levar
indivíduos a negar até mesmo o que os seus próprios olhos
percebem.
Ao mesmo tempo, Aronson lembra que não somos apenas
receptores passivos de influências sociais. O livro também
revela nossa capacidade de empatia, cooperação e
altruísmo, ressaltando que a vida em sociedade pode
despertar tanto o lado mais sombrio quanto o mais luminoso
do ser humano. Essa ambiguidade, longe de ser um defeito,
é a essência da condição humana que o autor convida a
refletir.
Mais do que um manual científico, “O Animal Social” é uma
obra que instiga e provoca, mostrando que compreender a
nós mesmos passa, inevitavelmente, por compreender os
outros. Quem se deixa guiar por suas páginas não encontra
apenas conceitos acadêmicos, mas uma chave para
interpretar o mundo e, talvez, transformar a maneira como
nele habita.
“Não me disseram que, ao terminarem o trabalho,
entregar-me-iam os documentos.”
A respeito do período, assinale a alternativa correta.
A respeito do período, assinale a alternativa correta.
Conheça nossos planos