Questões de Concurso Comentadas para professor - inglês

Foram encontradas 23.825 questões

Resolva questões gratuitamente!

Junte-se a mais de 4 milhões de concurseiros!

Q3849277 Português

TEXTO PARA A QUESTÃO.


Jovens veem conhecimento em IA como diferencial para emprego


    Pesquisa divulgada nessa quarta-feira (3) mostra que 80% dos jovens acreditam que o conhecimento sobre Inteligência Artificial (IA) é fator impactante para conseguir emprego. O levantamento, feito pela Nexus e pela Demà, ouviu 2.016 pessoas, de 14 a 29 anos, nas 27 unidades da federação, entre 14 e 20 de julho. A margem de erro da amostra é de dois pontos percentuais, com nível de confiança de 95%.


    A pesquisa indicou ainda que 11% dos jovens avaliam que o conhecimento em IA não faz diferença para a obtenção do emprego, 3% acham que seja até prejudicial e 2% não souberam responder.


    Quando se avalia a utilização das ferramentas de IA, 69% dos jovens acham que elas podem ajudar no processo de aprendizagem, enquanto 24% acreditam que podem prejudicar e 7% não sabem ou não souberam responder.


    Segundo a pesquisa, 83% utilizam IA para fazer pesquisas gerais ou acadêmicas; 71% acreditam que o recurso ajuda no dever de casa, em trabalhos e estudos para provas de escolas, das faculdades, universidades ou do ensino técnico. Já 70% usam IA para traduzir textos e 67%, para resumir ou corrigir publicações.


    De acordo com o levantamento, 66% dos jovens utilizam a IA para gerar novas ideias em alguma atividade, 63% criam imagens; 62% usam para escrever novos textos e 52% usam para preparar apresentações ou relatórios.


    “É muito representativo que pelo menos metade dos entrevistados confirme que usa IA de alguma forma. Sem dúvida, a Inteligência Artificial é um agente facilitador das nossas demandas diárias um aliado da eficiência e produtividade. São percepções claramente refletidas nessa pesquisa, que mostra, por exemplo, que a grande maioria dos adolescentes utiliza para ajudar no dever de casa. IA veio para ficar e transformar as nossas jornadas, principalmente, as de aprendizado”, destacou o diretor da Demà, Juan Carlos Moreno.


 Fonte: https://agenciabrasil.ebc.com.br/educacao/noticia/2025-12/jovens-veem-conhecimento-em-ia-como-diferencial-para-emprego (adaptado).

Em “...63% criam imagens; 62% usam para escrever novos textos...”, os verbos criam e usam encontram-se: 
Alternativas
Q3849276 Português

TEXTO PARA A QUESTÃO.


Jovens veem conhecimento em IA como diferencial para emprego


    Pesquisa divulgada nessa quarta-feira (3) mostra que 80% dos jovens acreditam que o conhecimento sobre Inteligência Artificial (IA) é fator impactante para conseguir emprego. O levantamento, feito pela Nexus e pela Demà, ouviu 2.016 pessoas, de 14 a 29 anos, nas 27 unidades da federação, entre 14 e 20 de julho. A margem de erro da amostra é de dois pontos percentuais, com nível de confiança de 95%.


    A pesquisa indicou ainda que 11% dos jovens avaliam que o conhecimento em IA não faz diferença para a obtenção do emprego, 3% acham que seja até prejudicial e 2% não souberam responder.


    Quando se avalia a utilização das ferramentas de IA, 69% dos jovens acham que elas podem ajudar no processo de aprendizagem, enquanto 24% acreditam que podem prejudicar e 7% não sabem ou não souberam responder.


    Segundo a pesquisa, 83% utilizam IA para fazer pesquisas gerais ou acadêmicas; 71% acreditam que o recurso ajuda no dever de casa, em trabalhos e estudos para provas de escolas, das faculdades, universidades ou do ensino técnico. Já 70% usam IA para traduzir textos e 67%, para resumir ou corrigir publicações.


    De acordo com o levantamento, 66% dos jovens utilizam a IA para gerar novas ideias em alguma atividade, 63% criam imagens; 62% usam para escrever novos textos e 52% usam para preparar apresentações ou relatórios.


    “É muito representativo que pelo menos metade dos entrevistados confirme que usa IA de alguma forma. Sem dúvida, a Inteligência Artificial é um agente facilitador das nossas demandas diárias um aliado da eficiência e produtividade. São percepções claramente refletidas nessa pesquisa, que mostra, por exemplo, que a grande maioria dos adolescentes utiliza para ajudar no dever de casa. IA veio para ficar e transformar as nossas jornadas, principalmente, as de aprendizado”, destacou o diretor da Demà, Juan Carlos Moreno.


 Fonte: https://agenciabrasil.ebc.com.br/educacao/noticia/2025-12/jovens-veem-conhecimento-em-ia-como-diferencial-para-emprego (adaptado).

No trecho “...os jovens acreditam que o conhecimento sobre Inteligência Artificial (IA) é fator impactante...”, a palavra impactante pertence à classe gramatical dos: 
Alternativas
Q3849275 Português

TEXTO PARA A QUESTÃO.


Jovens veem conhecimento em IA como diferencial para emprego


    Pesquisa divulgada nessa quarta-feira (3) mostra que 80% dos jovens acreditam que o conhecimento sobre Inteligência Artificial (IA) é fator impactante para conseguir emprego. O levantamento, feito pela Nexus e pela Demà, ouviu 2.016 pessoas, de 14 a 29 anos, nas 27 unidades da federação, entre 14 e 20 de julho. A margem de erro da amostra é de dois pontos percentuais, com nível de confiança de 95%.


    A pesquisa indicou ainda que 11% dos jovens avaliam que o conhecimento em IA não faz diferença para a obtenção do emprego, 3% acham que seja até prejudicial e 2% não souberam responder.


    Quando se avalia a utilização das ferramentas de IA, 69% dos jovens acham que elas podem ajudar no processo de aprendizagem, enquanto 24% acreditam que podem prejudicar e 7% não sabem ou não souberam responder.


    Segundo a pesquisa, 83% utilizam IA para fazer pesquisas gerais ou acadêmicas; 71% acreditam que o recurso ajuda no dever de casa, em trabalhos e estudos para provas de escolas, das faculdades, universidades ou do ensino técnico. Já 70% usam IA para traduzir textos e 67%, para resumir ou corrigir publicações.


    De acordo com o levantamento, 66% dos jovens utilizam a IA para gerar novas ideias em alguma atividade, 63% criam imagens; 62% usam para escrever novos textos e 52% usam para preparar apresentações ou relatórios.


    “É muito representativo que pelo menos metade dos entrevistados confirme que usa IA de alguma forma. Sem dúvida, a Inteligência Artificial é um agente facilitador das nossas demandas diárias um aliado da eficiência e produtividade. São percepções claramente refletidas nessa pesquisa, que mostra, por exemplo, que a grande maioria dos adolescentes utiliza para ajudar no dever de casa. IA veio para ficar e transformar as nossas jornadas, principalmente, as de aprendizado”, destacou o diretor da Demà, Juan Carlos Moreno.


 Fonte: https://agenciabrasil.ebc.com.br/educacao/noticia/2025-12/jovens-veem-conhecimento-em-ia-como-diferencial-para-emprego (adaptado).

Segundo o texto, os usos mais frequentes da Inteligência Artificial entre os jovens incluem: 
Alternativas
Q3849274 Português

TEXTO PARA A QUESTÃO.


Jovens veem conhecimento em IA como diferencial para emprego


    Pesquisa divulgada nessa quarta-feira (3) mostra que 80% dos jovens acreditam que o conhecimento sobre Inteligência Artificial (IA) é fator impactante para conseguir emprego. O levantamento, feito pela Nexus e pela Demà, ouviu 2.016 pessoas, de 14 a 29 anos, nas 27 unidades da federação, entre 14 e 20 de julho. A margem de erro da amostra é de dois pontos percentuais, com nível de confiança de 95%.


    A pesquisa indicou ainda que 11% dos jovens avaliam que o conhecimento em IA não faz diferença para a obtenção do emprego, 3% acham que seja até prejudicial e 2% não souberam responder.


    Quando se avalia a utilização das ferramentas de IA, 69% dos jovens acham que elas podem ajudar no processo de aprendizagem, enquanto 24% acreditam que podem prejudicar e 7% não sabem ou não souberam responder.


    Segundo a pesquisa, 83% utilizam IA para fazer pesquisas gerais ou acadêmicas; 71% acreditam que o recurso ajuda no dever de casa, em trabalhos e estudos para provas de escolas, das faculdades, universidades ou do ensino técnico. Já 70% usam IA para traduzir textos e 67%, para resumir ou corrigir publicações.


    De acordo com o levantamento, 66% dos jovens utilizam a IA para gerar novas ideias em alguma atividade, 63% criam imagens; 62% usam para escrever novos textos e 52% usam para preparar apresentações ou relatórios.


    “É muito representativo que pelo menos metade dos entrevistados confirme que usa IA de alguma forma. Sem dúvida, a Inteligência Artificial é um agente facilitador das nossas demandas diárias um aliado da eficiência e produtividade. São percepções claramente refletidas nessa pesquisa, que mostra, por exemplo, que a grande maioria dos adolescentes utiliza para ajudar no dever de casa. IA veio para ficar e transformar as nossas jornadas, principalmente, as de aprendizado”, destacou o diretor da Demà, Juan Carlos Moreno.


 Fonte: https://agenciabrasil.ebc.com.br/educacao/noticia/2025-12/jovens-veem-conhecimento-em-ia-como-diferencial-para-emprego (adaptado).

De acordo com os dados da pesquisa divulgada, o percentual de jovens que acreditam que o conhecimento sobre Inteligência Artificial (IA) impacta positivamente na obtenção de emprego corresponde a: 
Alternativas
Q3826611 Inglês
In which sentence is the pronoun reference ambiguous?
Alternativas
Q3826610 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
The connector “On the contrary” in the third paragraph establishes with the previous paragraph a relation of:
Alternativas
Q3826609 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
 In the sentence “the failure of the methodology in this context would soon become evident”, the word evident most nearly means:
Alternativas
Q3826608 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
What was the main rationale for prioritizing reading skills in regular Brazilian schools during the 1980s and 1990s?
Alternativas
Q3826607 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
According to the text, why did the audiolingual method initially gain prestige in Brazil?
Alternativas
Q3826606 Inglês
Choose the sentence in which the verb tense is correctly used:
Alternativas
Q3826605 Inglês
Choose the sentence in which the highlighted word is formed through derivation by suffixation:
Alternativas
Q3826604 Inglês
“In an unstable context in social and political fields, the Brazilian government published the Base Nacional Comum Curricular (BNCC) in 2018, aiming at giving normative directions to basic education. Addressing English teaching, BNCC contains parts related to critical reflection in its introduction, five organizational axis, specific competences, and particular skills for each year. 

These excerpts produce fertile field to appreciations before the consolidation of a curricular system that respects each schools’ specificities. Therefore, BNCC’s critical component is analyzed aiming to denaturalize supremacy and subalternity discourses (MENEZES DE SOUZA, 2011), from critical literacies theories (MONTE MÓR, 2017; 2018; MENEZES DE SOUZA, GUILHERME, 2019), aiming at interpreting how BNCC’s perceptions are presented in the process of critical awareness (FREIRE, 2001) in English teaching/learning. In this context, this research is qualitative, exploratory, and interpretativist, configuring a reading towards BNCC’s critical reflection in a social engaged perspective, projecting education as an agent to social transformation. It is perceived an advance towards critical notions of the subject and language, though the document still reflects globalization and social interactions perspectives that need reflection to demystify notions historically built by a social minority who still possesses privileges.”


(Adapted from: http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984- 64442023000100233&lng=en&nrm=iso)
The verb “denaturalize” in the text most nearly means:
Alternativas
Q3826603 Inglês
“In an unstable context in social and political fields, the Brazilian government published the Base Nacional Comum Curricular (BNCC) in 2018, aiming at giving normative directions to basic education. Addressing English teaching, BNCC contains parts related to critical reflection in its introduction, five organizational axis, specific competences, and particular skills for each year. 

These excerpts produce fertile field to appreciations before the consolidation of a curricular system that respects each schools’ specificities. Therefore, BNCC’s critical component is analyzed aiming to denaturalize supremacy and subalternity discourses (MENEZES DE SOUZA, 2011), from critical literacies theories (MONTE MÓR, 2017; 2018; MENEZES DE SOUZA, GUILHERME, 2019), aiming at interpreting how BNCC’s perceptions are presented in the process of critical awareness (FREIRE, 2001) in English teaching/learning. In this context, this research is qualitative, exploratory, and interpretativist, configuring a reading towards BNCC’s critical reflection in a social engaged perspective, projecting education as an agent to social transformation. It is perceived an advance towards critical notions of the subject and language, though the document still reflects globalization and social interactions perspectives that need reflection to demystify notions historically built by a social minority who still possesses privileges.”


(Adapted from: http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984- 64442023000100233&lng=en&nrm=iso)
In the sentence “These excerpts produce fertile field to appreciations,” the expression fertile field is closest in meaning to:
Alternativas
Q3824976 Pedagogia
A opção por um modelo de currículo não é neutra; pelo contrário, todo currículo é produzido mediante processos de disputa e conflito. Ao ser praticado em sala de aula, o currículo se submete a processos didáticos semelhantes, por parte dos professores, cujas escolhas são permeadas de relações de poder.
A partir desse contexto, analise as assertivas a seguir.

I. A metodologia de projetos é adequada ao trabalho dos conteúdos curriculares, pois aborda os conteúdos de forma disciplinar.
II. Aula expositiva é a forma mais eficaz para a desmistificação dos conteúdos por parte dos alunos.
III. Os conteúdos curriculares da educação básica devem ser trabalhados com ênfase na contextualização e na interdisciplinaridade.

Após análise, é correto o que se afirma em: 
Alternativas
Q3824975 Pedagogia
Analise as assertivas a seguir, considerando o contexto da Lei de Diretrizes e Bases da Educação Nacional – Lei Nº 9.394/96.

I. Ao aluno que não pode realizar prova, ou aula marcada, em uma data específica por entrar em choque com os preceitos de sua religião ou crença, é assegurado o direito de realizá-la(s) em data alternativa, mediante requerimento prévio e motivado.
II. O ensino regular noturno é assegurado para a população jovem e adulta, com as mesmas características ofertadas ao público da educação básica obrigatória.
III. É assegurado atendimento educacional ao aluno da educação básica que se encontre internado para tratamento de saúde, em regime hospitalar ou domiciliar, por um período que não ultrapasse 30 dias. 

Está CORRETO o que se afirma apenas em. 
Alternativas
Q3824973 Pedagogia
 A respeito do Plano Nacional de Educação (PNE), analise as assertivas a seguir.

I. Para implantação do PNE se envolveu o regime de colaboração entre os Estados, os municípios e a sociedade civil.
II. O PNE é um plano estratégico que orienta e promove a melhoria da qualidade da educação em todos os níveis e modalidades do ensino.
III. O PNE em vigor teve início em 2014 e o seu exercício será até dezembro de 2025.

Após análise, é correto o que se afirma em:
Alternativas
Q3824972 Pedagogia
Analise as proposições a seguir, tomando como referência o conteúdo da educação inclusiva, particularmente, da acessibilidade das pessoas com deficiências.

I. A função da tecnologia assistiva é garantir: autonomia, independência, qualidade de vida e inclusão social para as pessoas com deficiência.
II. Piso tátil é uma tecnologia de acessibilidade para pessoa com deficiência física.
III. É através da eliminação de barreiras arquitetônicas que a inclusão escolar é garantida.

Após análise, é correto o que se afirma em:
Alternativas
Q3824971 Raciocínio Lógico

Observe a tabela-verdade apresentada abaixo:




Imagem associada para resolução da questão




Assinale a alternativa que apresenta corretamente o nome da operação lógica definida pela tabela verdade

Alternativas
Q3824966 Segurança da Informação
Sobre armazenamento de dados na nuvem (cloud storage), seus mecanismos básicos de funcionamento e segurança, assinale a alternativa CORRETA:
Alternativas
Q3824964 Segurança da Informação
 Em Segurança da Informação, o Princípio do Menor Privilégio (Principle of Least Privilege – PoLP) consiste em:
Alternativas
Respostas
2061: B
2062: C
2063: D
2064: C
2065: B
2066: D
2067: C
2068: C
2069: C
2070: B
2071: A
2072: B
2073: C
2074: E
2075: C
2076: D
2077: C
2078: D
2079: B
2080: D