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Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524640
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Homophones are words that sound the same but differ
in meaning or spelling. Identify the alternative containing
homophones.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524639
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
The text mentions pronunciation and intonation as
language and communication skills to be developed in
CLIL. Identifying word stress would be one of these skills.
Choose the alternative in which the word bears the same
stressed syllable, whether it is used as a verb or as a
noun.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524638
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Collocations are mentioned in the text as one of the
language aspects to be covered in CLIL. A well-known
difficulty Brazilian students contend with is the decision
between “make” and “do” in collocations. The alternative
with the correct use of a collocation is:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524637
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
It is correct to say that, in CLIL, the language teacher
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524636
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
As far as the element “content” in CLIL is concerned, the
fourth and fifth paragraphs state that
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524635
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
In paragraph 1, we learn that a good CLIL lesson plan
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524634
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
While reading this text, a teacher comes across the word
“interwoven” in the fragment “Each is interwoven, even
if the emphasis is greater on one or the other at a given
time”. A fluent reader, this teacher resorts to context to
arrive at the meaning of this word and, doing so, makes
use of the reading strategy named
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524633
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The word “since” is polysemic in English. Choose
the alternative in which it is being used with the same
meaning as in the excerpt “but are not synonymous with
CLIL since there are some fundamental differences”.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524632
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
Look at the fragment: “others, such as content-based
language teaching or English as an Additional Language
(EAL)”. In English, there are also the terms other,
another, the other, the others – all of them used to
refer to something or someone different from the one(s)
already mentioned.
Choose the alternative with the correct use of one of these terms.
Choose the alternative with the correct use of one of these terms.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524631
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
An example of an activity consistent with CLIL is found in
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524630
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The expression in bold in the excerpt “such as contentbased language teaching” is being used to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524629
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
According to the text, the concept “additional language”
refers to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524628
Pedagogia
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
De acordo com o texto, CLIL
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524609
Pedagogia
Marcelo, aluno do 3o
ano do ensino fundamental na rede
estadual de São Paulo, tem faltado frequentemente às
aulas sem apresentar justificativa, prejudicando seu desempenho. Após esgotarem os recursos internos, conforme o artigo 56 da Lei no
8.069/1990 (Estatuto da Criança
e do Adolescente), os dirigentes escolares devem
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524576
História
A inserção do Japão no cenário internacional causou
impacto. A derrota militar atingira duramente dois pressupostos ideológicos básicos da sociedade nipônica, o
racismo e o papel divino do imperador. Até 1951, o general MacArthur administrou o país como território ocupado.
Durante tal período, foram fixadas as bases da recuperação do país. Os EUA tinham cinco eixo de interesses.
(Enrique Serra Padrós, Capitalismo, prosperidade e Estado de bem-estar social. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)
Considerando os eixos discutidos pelo autor, está correto afirmar que os EUA tiveram como foco
(Enrique Serra Padrós, Capitalismo, prosperidade e Estado de bem-estar social. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)
Considerando os eixos discutidos pelo autor, está correto afirmar que os EUA tiveram como foco
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524575
História
Os índices globais do fim da guerra mostram as enormes
dificuldades dos países europeus para ressurgir da destruição material. Os níveis de produção caíram em quase todos eles. Comparada aos anos 30, a produção de
cereais diminuíra em 70%, a de carne, em 66%, e outros
produtos agrícolas, em 75%. Claro, alguns beneficiaram-se com o colapso europeu. Os EUA, durante a guerra,
triplicaram a produção industrial (em 1946 produziram
metade da produção mundial); já a sua renda per capita
aumentou mais de 100% (de 550 a 1260 dólares).
Além das perdas materiais, as potências coloniais europeias tiveram enorme dificuldade para manter seus impérios. Por quê?
(Enrique Serra Padrós, Capitalismo, prosperidade e Estado de bem-estar social. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras. Adaptado)
Assinale a alternativa na qual Padrós responde a sua própria pergunta.
Além das perdas materiais, as potências coloniais europeias tiveram enorme dificuldade para manter seus impérios. Por quê?
(Enrique Serra Padrós, Capitalismo, prosperidade e Estado de bem-estar social. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras. Adaptado)
Assinale a alternativa na qual Padrós responde a sua própria pergunta.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524574
História
Em 1945 os EUA detinham vantagens talvez nunca obtidas por outra potência no plano político-militar: dominavam os mares, possuíam bases aéreas e navais, além de
exércitos, em todos os continentes, bem como a bomba
atômica e uma aviação estratégica capaz de atingir quase todas as áreas do planeta.
(Paulo G. Fagundes Vizentini, A Guerra Fria. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)
Considerando o contexto abordado pelo excerto, está correto afirmar que, no plano financeiro e comercial, os Estados Unidos
(Paulo G. Fagundes Vizentini, A Guerra Fria. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)
Considerando o contexto abordado pelo excerto, está correto afirmar que, no plano financeiro e comercial, os Estados Unidos
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524573
História
A Política de Apaziguamento atingiu o auge com a
Conferência de Munique. Realizada em 29 de setembro de 1938, a Conferência reuniu Adolf Hitler, Benito
Mussolini, chefe do Estado fascista da Itália, Edouard
Daladier e Neville Chamberlain, primeiros-ministros da
França e da Inglaterra.
(Willians da Silva Gonçalves, A Segunda Guerra Mundial. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras.)
Nessa Conferência,
(Willians da Silva Gonçalves, A Segunda Guerra Mundial. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras.)
Nessa Conferência,
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524572
História
Embora se constitua num tema clássico da História do
Tempo Presente, e talvez num dos fenômenos históricos
com a mais ampla e contraditória bibliografia, o fascismo
conheceu, após o final da década de 1980, uma vigorosa
retomada de interesse, com novas abordagens e novas
teorias explicativas. Tal fato se deve fundamentalmente
a três razões.
(Francisco Carlos Teixeira da Silva, Os fascismos. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras. Adaptado)
Entre essas razões, Silva assinala
(Francisco Carlos Teixeira da Silva, Os fascismos. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras. Adaptado)
Entre essas razões, Silva assinala
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524571
História
A primeira etapa da “segunda revolução russa” iniciou-se, em janeiro de 1930, com a coletivização do campo.
A coletivização forçada resultou em uma guerra do
Estado contra a população rural. A oposição desesperada dos camponeses para conservar suas terras serviu
como pretexto para Stalin mobilizar milhares de agentes para “liquidar os kulaks como classe”, segundo suas
próprias palavras.
(Jorge Ferreira, O socialismo soviético. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)
No contexto apresentado pelo excerto, os kulaks eram
(Jorge Ferreira, O socialismo soviético. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)
No contexto apresentado pelo excerto, os kulaks eram
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