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Lexical semantics studies word meaning. Regarding synonyms and antonyms in English, mark T for true statements and F for false ones:
(__) Synonyms are words that have identical meanings in all contexts and can be freely substituted without any change in meaning or nuance (e.g., "big" and "large").
(__) Antonyms are words that express opposite meanings (e.g., "hot" and "cold," "happy" and "sad").
(__) Many words considered synonyms actually have subtle differences in meaning, connotation, or register (formal/informal), which makes lexical choice important for communicative precision.
(__) The word "fast" can be considered both a synonym of "quick" and an antonym of "slow."
After analysis, select the alternative that presents the correct sequence, from top to bottom:
A avaliação da aprendizagem de Língua Inglesa, segundo a perspectiva da BNCC, deve ser formativa e considerar o desenvolvimento das competências e habilidades nos diferentes eixos. Analise as afirmativas sobre práticas avaliativas alinhadas à BNCC.
I. Utilizar múltiplos instrumentos e estratégias avaliativas (observação da participação, análise de produções orais e escritas, projetos, autoavaliação) para obter uma visão mais completa do processo de aprendizagem do aluno.
II. Focar a avaliação exclusivamente na correção gramatical de frases isoladas, por meio de provas objetivas, desconsiderando a capacidade do aluno de usar a língua em situações comunicativas reais.
III. Considerar o erro como parte do processo de aprendizagem, utilizando-o como diagnóstico para replanejar as estratégias de ensino e oferecer feedback construtivo ao aluno, em vez de apenas puni-lo.
Está correto o que se afirma em:
Concerning adverbs of frequency, the correct sentence is
In the following excerpt, “Ms Parrot, (1) _______most famous lady detective of (2) _______ twenty-first century, was born in (3) _______ United Kingdom in (4) _______ 1960s. Since then, she has been to many countries, including (5)_______ Portugal, Singapore and Australia, and has lived in (6)_______ northern hemisphere and (7) _______ southern hemisphere, as well as on (8) the equator”.
The use of articles is CORRECTLY suggested in option
Read the passage and answer question.
Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024
The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.
By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.
Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.
“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”
It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”
The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.
More than 2 million people lived in the strip before the conflict. No one has been unaffected.
“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”
Nine months pregnant, she is sheltering in a tent in southern Gaza.
“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.
I miss my life when we had enough healthy food and snacks,”
Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.”
Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”
Read the passage and answer question.
Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024
The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.
By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.
Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.
“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”
It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”
The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.
More than 2 million people lived in the strip before the conflict. No one has been unaffected.
“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”
Nine months pregnant, she is sheltering in a tent in southern Gaza.
“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.
I miss my life when we had enough healthy food and snacks,”
Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.”
Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”
Read the passage and answer question.
Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024
The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.
By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.
Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.
“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”
It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”
The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.
More than 2 million people lived in the strip before the conflict. No one has been unaffected.
“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”
Nine months pregnant, she is sheltering in a tent in southern Gaza.
“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.
I miss my life when we had enough healthy food and snacks,”
Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.”
Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”
Read the passage and answer question.
Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024
The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.
By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.
Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.
“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”
It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”
The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.
More than 2 million people lived in the strip before the conflict. No one has been unaffected.
“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”
Nine months pregnant, she is sheltering in a tent in southern Gaza.
“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.
I miss my life when we had enough healthy food and snacks,”
Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.”
Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”
Read the passage and answer question.
Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024
The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.
By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.
Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.
“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”
It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”
The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.
More than 2 million people lived in the strip before the conflict. No one has been unaffected.
“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”
Nine months pregnant, she is sheltering in a tent in southern Gaza.
“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.
I miss my life when we had enough healthy food and snacks,”
Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.”
Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”
Read the passage and answer question.
Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024
The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.
By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.
Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.
“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”
It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”
The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.
More than 2 million people lived in the strip before the conflict. No one has been unaffected.
“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”
Nine months pregnant, she is sheltering in a tent in southern Gaza.
“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.
I miss my life when we had enough healthy food and snacks,”
Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.”
Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”
O processo didático tem por objetivo dar respostas a uma necessidade: ensinar. O resultado do ensinar é dar respostas a uma outra necessidade: a do estudante aprendiz. Ensinar e aprender envolvem o pesquisar. E essas três dimensões necessitam do avaliar. Esse processo não se faz de forma isolada, mas implica interação entre sujeitos e objetos.
Fonte: VEIGA, Ilma P.A. (org.). Lições de didática. Campinas, SP: Papirus, 2006.
Considerando a abordagem da autora, como se caracteriza a atividade de ensino no contexto da formação docente e quais são as implicações dessa complexidade para o desenvolvimento de práticas pedagógicas significativas?
O Projeto Político-Pedagógico (PPP) de uma escola é o documento que estabelece os objetivos, as diretrizes, as metas e os princípios fundamentais que orientam as práticas pedagógicas no ambiente escolar. Ele deverá expressar a identidade e os valores da comunidade e do território em que a escola está inserida, caracterizando os sujeitos atendidos, acolhendo e potencializando as suas particularidades.
Sobre o Projeto Político-Pedagógico e a estreita relação entre o Plano de Ensino, o Plano de Aula e a gestão da sala de aula, assinale a afirmativa que descreve corretamente como esses elementos se integram para garantir a coerência entre a visão institucional e as práticas pedagógicas cotidianas.
A prática da avaliação da aprendizagem, para manifestar-se como tal, deve apontar para a busca do melhor de todos os educandos, e não ser voltada para a seleção de uns poucos, como se comportam os exames. Por si, a avaliação, como dissemos, é inclusiva e, por isso mesmo, democrática e amorosa. Por ela, por onde quer que se passe, não há exclusão. Não há submissão, mas sim liberdade. Não há medo, mas sim espontaneidade e busca. Não há chegada definitiva, mas sim travessia permanente, em busca do melhor. Sempre!
Fonte: LUCKESI, Cipriano Carlos. O que é mesmo o ato de avaliar a aprendizagem? Revista Pátio On-line. Porto alegre: Artmed, ano 3, n. 12, fev./abr. 2000. Disponível em: https://www.nescon.medicina.ufmg.br/biblioteca/imagem/2511.pdf Acesso em: 08 out. 2024.
Na perspectiva de Luckesi, a avaliação da aprendizagem vai além de sua função meramente classificatória e punitiva e deve ser compreendida como um processo que busca promover o desenvolvimento integral dos estudantes.
Considerando essa perspectiva, qual concepção é crucial para a prática avaliativa efetiva proposta pelo autor?
Na perspectiva da educação inclusiva, supõe-se que todos os alunos tenham uma resposta educativa na escola regular onde seja proporcionado o desenvolvimento de todas as suas capacidades, a fim de minimizar o preconceito e a exclusão, pois o preconceito pode resultar em sentimentos de diminuição da autoestima e em obstáculos nas interações emocionais e sociais para as pessoas com deficiência, tendo um impacto negativo na qualidade de vida que elas experimentam.
Fonte: SANTOS, T. E. de C. dos. O currículo na escola inclusiva: flexibilização curricular. Caderno Pedagógico, 21(8), 2024. Disponível em: https://ojs.studiespublicacoes.com.br/ojs/index.php/cadped/article/view/6500/4149 Acesso em: 08 out. 2024.
Considerando a proposta curricular na perspectiva da inclusão e da diversidade, analise as afirmações a seguir, identificando aquela que representa o princípio fundamental para garantir o direito à aprendizagem de todos os estudantes.
A Política da Educação Integral e Integrada em Minas Gerais foi instituída pelo Decreto Estadual n. 47.227/2017. Em seu Art. 1º, é estabelecido que a Educação Integral e Integrada visa a assegurar o acesso e a permanência dos estudantes na Educação Básica, com a melhoria da qualidade do ensino e o respeito à diversidade, garantindo-se as condições necessárias ao desenvolvimento dos diversos saberes e habilidades pelos estudantes e a ampliação da oferta da jornada em tempo integral, em consonância com as metas estabelecidas no Plano Nacional de Educação.
Considerando seus princípios e diretrizes, analise as afirmações a seguir:
I. A gestão da Escola terá a responsabilidade de criar estratégias operacionais para a implementação da educação integral e integrada, a partir da constituição de Escolas Polo de Educação Múltipla.
II. Essa política prioriza o desenvolvimento acadêmico dos estudantes, desconsiderando aspectos socioemocionais e culturais que impactam a formação integral.
III. A Educação Integral e Integrada deve ser organizada a partir de três
eixos estruturantes como o projeto político pedagógico, a infraestrutura e o sistema de gestão.
IV. O projeto político pedagógico contemplará estratégias para a integração com outros órgãos locais do campo da proteção social, com vistas
à superação de mecanismos de exclusão social que afetam o desenvolvimento e o aprendizado dos estudantes.
Está CORRETO o que se afirma apenas em:
O Art. 2º da Resolução CNE/CP n. 1/2012 dispõe sobre a Educação em Direitos Humanos, um dos eixos fundamentais do direito à educação. Esse documento refere-se ao uso de concepções e práticas educativas fundadas nos Direitos Humanos e em seus processos de promoção, proteção, defesa e aplicação na vida cotidiana e cidadã de sujeitos de direitos e de responsabilidades individuais e coletivas. Os Direitos Humanos, internacionalmente reconhecidos como um conjunto de direitos civis, políticos, sociais, econômicos, culturais e ambientais, sejam eles individuais, coletivos, transindividuais ou difusos, referem-se à necessidade de igualdade e de defesa da dignidade humana. Assim, aos sistemas de ensino e suas instituições, cabe a efetivação da Educação em Direitos Humanos, implicando a adoção sistemática dessas diretrizes por todos(as) os(as) envolvidos(as) nos processos educacionais.
Considerando os princípios e objetivos dessa Resolução, assinale a afirmativa que apresenta corretamente um dos enfoques fundamentais que devem ser integrados ao currículo escolar:
De acordo com as normas de organização e funcionamento do ensino nas Escolas Estaduais de Educação Básica de Minas Gerais, a estrutura curricular deve garantir a implementação de práticas pedagógicas que contemplem os princípios da Base Nacional Comum Curricular (BNCC) e as especificidades locais. As escolas da rede estadual, assegurando o seu caráter de qualidade social, deverão respeitar os princípios éticos, estéticos e políticos, tendo como centralidade o estudante e a aprendizagem, considerando a inclusão, o respeito à diversidade e às diferenças, o seu desenvolvimento integral, a sua autonomia intelectual e o pensamento crítico.
Sobre a organização e funcionamento do ensino nas Escolas Estaduais de Educação Básica de Minas Gerais, analise as afirmativas a seguir:
I. As escolas devem se basear unicamente nas diretrizes da Secretaria de Estado de Educação, desconsiderando as especificidades regionais, para garantir uniformidade no ensino, em todo o estado de Minas Gerais.
II. O dia escolar é aquele em que são realizadas atividades de caráter pedagógico e administrativo, com a presença obrigatória do pessoal docente, técnico e administrativo, podendo incluir a representação de pais e alunos.
III. O Projeto Político-Pedagógico (PPP), elaborado por toda comunidade
escolar, deve ser amplamente divulgado e as ações implementadas
devem ser avaliadas, periódica e coletivamente, para se ajustar o processo pedagógico.
IV. Os cursos presenciais da EJA dos anos finais do Ensino Fundamental
e Médio têm duração de dois anos letivos, organizados em quatro períodos semestrais.
Está CORRETO o que se afirma apenas em:
O Decreto n. 8.752/2016 dispõe sobre a Política Nacional de Formação dos Profissionais da Educação Básica e estabelece diretrizes para garantir a qualidade da formação inicial e continuada de professores. Em seu Art. 1º, Fica instituída a Política Nacional, com a finalidade de fixar seus princípios e objetivos, e de organizar seus programas e ações, em regime de colaboração entre os sistemas de ensino e em consonância com o Plano Nacional de Educação - PNE, aprovado pela Lei n. 13.005, de 24 de junho de 2014, e com os planos decenais dos Estados, do Distrito Federal e dos Municípios.
Em relação aos objetivos dessa política, assinale a afirmativa CORRETA.
Conheça nossos planos