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Q3988641
Inglês Pronomes | Pronouns ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988641 Inglês
“Teachers, ______ professional discernment and pedagogical autonomy remain indispensable within AI-augmented classrooms, must be regarded not as peripheral implementers of policy but as central agents in shaping ethically responsible digital futures.” (Excerpt adapted from: The Conversation [2024]. “Teachers Are Key to Students’ AI Literacy”)
The correct relative determiner that completes the clause is:  
Alternativas
Q3988640
Inglês Voz Ativa e Passiva | Passive and Active Voice , Verbos | Verbs ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988640 Inglês
“It has been widely acknowledged that, in the absence of robust regulatory oversight, vast repositories of student-generated data ______ in ways that neither educators nor families are able to scrutinize effectively.” (Excerpt adapted from: World Economic Forum [2020]. “Shaping the Future of Learning”)
The grammatically accurate passive construction expressing epistemic possibility is:  
Alternativas
Q3988638
Inglês Verbos | Verbs ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988638 Inglês
“Over the past decade, adaptive AI-driven assessment models ______ at an unprecedented pace, progressively reshaping pedagogical methodologies, accountability metrics, and evaluative paradigms across diverse educational jurisdictions.” (Excerpt adapted from: OECD [2021]. “AI and the Future of Skills”)
The verbal phrase that most accurately foregrounds continuity to the present moment is:
Alternativas
Q3988636
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988636 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Throughout the text, the author progressively moves from describing the rapid expansion of generative AI in education (paragraph 1), to raising ethical and pedagogical concerns (paragraph 2), to identifying systemic gaps in training (paragraph 3), and finally to advocating coordinated policy investment (paragraphs 4 and 5). This progression indicates that the author’s primary argumentative strategy consists of:
Alternativas
Q3988635
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988635 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In paragraph 1, the text refers to “these paradigm shifts”. Considering the context of the passage, the expression “paradigm shifts” is most nearly synonymous with: A ( ) incremental 
Alternativas
Q3988634
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988634 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers.” (paragraph 3)
The discourse marker “despite” is strategically employed to:
Alternativas
Q3988633
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988633 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures.” (paragraph 2)
In this context, the adjective “existential” most precisely suggests issues that are:
Alternativas
Q3988632
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988632 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable.” (paragraph 3)
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is: 
Alternativas
Q3988631
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988631 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In the final paragraph, the author reinforces the overall argument by emphasizing that: 
Alternativas
Q3988630
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988630 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 4 advances the argument that effective AI integration in schools depends on:
Alternativas
Q3988629
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988629 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 3 suggests that the central tension in current AI implementation in education lies in:
Alternativas
Q3988628
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988628 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
According to paragraph 2, the debate surrounding AI in education extends beyond classroom management and includes: 
Alternativas
Q3988627
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988627 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
The first paragraph frames teachers’ current situation primarily as: 
Alternativas
Q3988491
Pedagogia Currículo (Teoria e Prática) ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Provas: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Artes) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ensino Religioso) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Geografia) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério Polivalente - Classe A | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ciências) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe A (Educação Especial) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Educação Física) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (História) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Portuguesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Matemática) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Psicopedagogo | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Suporte Pedagógico - Classe C |
Q3988491 Pedagogia
Segundo Zabala (1999, p. 11), “diferenciar os diversos tipos de conteúdo segundo sua natureza não é um trabalho academicista, mas algo oportuno na medida em que nos permite inferir como são aprendidos e, consequentemente, orienta-nos sobre o modo de ensiná-lo”. Dessa forma, considerando a tipologia de conteúdos apresentada pelo autor, assinale a alternativa cujos objetivos referenciais tenham como foco a aprendizagem de conteúdos procedimentais, exclusivamente.
Fonte: ZABALA, A. Como trabalhar os conteúdos procedimentais em aula. Porto Alegre: Artmed, 1999.
Alternativas
Q3988490
Pedagogia Temas Educacionais Pedagógicos ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Provas: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Artes) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ensino Religioso) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Geografia) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério Polivalente - Classe A | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ciências) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe A (Educação Especial) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Educação Física) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (História) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Portuguesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Matemática) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Psicopedagogo | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Suporte Pedagógico - Classe C |
Q3988490 Pedagogia
Uma professora dos Anos Finais do Ensino Fundamental, ao comentar sobre sua prática em sala de aula, relatou: “Olha, na minha sala, eu sempre procuro trazer atividades diferentes para eles fazerem. Não fico só na explicação, não, porque acho cansativo, para mim e para eles. Peço que façam observações do que está acontecendo, anotem informações, organizem dados, comparem resultados e conversem sobre o que perceberam. Eles levantam hipóteses, testam suas ideias e depois compartilham o que descobriram, seja com a turma ou nos eventos da escola. Eu percebo que, desse jeito, eles participam mais, despertam a curiosidade e conseguem entender melhor o conteúdo”.

Considerando o contexto, à luz da Base Nacional Comum Curricular (BNCC) e dos pressupostos da perspectiva construtivista de ensino e aprendizagem apresentados por Zabala (1998), analise as assertivas a seguir. Fonte: ZABALA, A. A prática educativa: como ensinar. Porto Alegre: Artmed, 1998.

I- A prática relatada pela professora está alinhada a uma das Competências Gerais da BNCC, ao incorporar, em sala de aula, a abordagem própria das Ciências como estratégia estruturante do processo de ensino e aprendizagem.
II- A utilização de uma multiplicidade de estratégias de ensino, conforme relatado pela professora, é fundamental para o processo de ensino e aprendizagem, pois reconhece que os estudantes não aprendem da mesma maneira nem no mesmo ritmo e, portanto, não respondem igualmente às mesmas atividades.
III- Embora seja importante desenvolver diferentes atividades para oferecer aos estudantes condições favoráveis de aprendizagem, a avaliação deve considerar apenas o nível de compreensão que demonstram sobre o conteúdo, desconsiderando os esforços realizados.

É CORRETO o que se afirma em:
Alternativas
Q3988489
Pedagogia Temas Educacionais Pedagógicos , Principais Autores ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Provas: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Artes) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ensino Religioso) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Geografia) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério Polivalente - Classe A | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ciências) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe A (Educação Especial) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Educação Física) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (História) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Portuguesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Matemática) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Psicopedagogo | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Suporte Pedagógico - Classe C |
Q3988489 Pedagogia
Sempre que era questionado por seus estudantes sobre aspectos do conteúdo ministrado em sala de aula, sobretudo quando buscavam relacioná-lo às próprias vivências, levantar dúvidas oriundas de suas experiências de vida ou confrontar o tema com seus entendimentos prévios, um professor tinha o hábito de responder: “Não vamos entrar no mérito da questão, porque não faz parte do nosso estudo”; “Isso não pertence a este assunto, veremos depois”; “Vocês pesquisam isso no celular depois”; ou ainda: “Não vamos entrar no mérito da questão agora. Vocês estudarão isso mais adiante”.

Considerando o contexto, à luz do conhecimento sobre as relações interativas estabelecidas em sala de aula e os pressupostos da perspectiva construtivista de ensino e aprendizagem apresentados por Zabala (1998), é CORRETO afirmar que:
Fonte: ZABALA, A. A prática educativa: como ensinar. Porto Alegre: Artmed, 1998.
Alternativas
Q3988487
Noções de Informática Inteligência Artificial e Automação ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Provas: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Artes) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ensino Religioso) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Geografia) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério Polivalente - Classe A | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ciências) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe A (Educação Especial) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Educação Física) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (História) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Portuguesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Matemática) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Psicopedagogo | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Suporte Pedagógico - Classe C |
Q3988487 Noções de Informática
O uso da Inteligência Artificial (IA) tem aumentado face à multiplicação dos serviços de IA. As ferramentas de IA têm o potencial efetivo de ajudar professores e alunos sobretudo no uso do tempo, mas é preciso ter domínio do uso adequado destas ferramentas, como se depreende do excerto a seguir: 

“Um dos principais fatores para obter respostas ideais de IA generativas é fornecer contexto. Ao pesquisar um tópico específico, é importante incluir alguns parâmetros no prompt para dar ao modelo uma compreensão clara da informação que está sendo buscada. Por exemplo, em vez de perguntar ‘Qual é a história de X?’ é melhor especificar ‘Quais são os principais eventos e figuras-chave na história de X?’ ” (Gomes et al ., 2024, p. 72).
Fonte: GOMES, V. T. R. P. et al. I.A. generativa como assistente no processo de ensino-aprendizagem. BIANCHESSI, Cleber (Org.). In: Tecnologias digitais na educação: dos limites às possibilidades. Curitiba: Bagai, 2024 (V. 5)

Acerca dos usos educacionais da IA e considerando o excerto apresentado, a estrutura de um de comando é adequada quando há prompt adequada especificação de parâmetros. Sobre a ideia de especificar parâmetros adequadamente, é CORRETO afirmar que:
Alternativas
Q3988486
Pedagogia Legislação da Educação ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Provas: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Artes) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ensino Religioso) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Geografia) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério Polivalente - Classe A | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ciências) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe A (Educação Especial) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Educação Física) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (História) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Portuguesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Matemática) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Psicopedagogo | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Suporte Pedagógico - Classe C |
Q3988486 Pedagogia
De acordo com a Resolução CNE/CEB nº 7/2010, que fixou Diretrizes Curriculares Nacionais para o Ensino Fundamental de 9 (nove) anos, é CORRETO afirmar que:
Alternativas
Q3988484
Pedagogia Legislação da Educação ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Provas: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Artes) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ensino Religioso) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Geografia) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério Polivalente - Classe A | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ciências) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe A (Educação Especial) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Educação Física) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (História) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Portuguesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Matemática) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Psicopedagogo | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Suporte Pedagógico - Classe C |
Q3988484 Pedagogia
Considerando o que estabelece a Base Nacional Comum Curricular - BNCC (Brasil, 2018) acerca das dez competências gerais da Educação Básica, é CORRETO : afirmar que:

Fonte: BRASIL. Ministério da Educação. Base Nacional Comum Curricular . Brasília: MEC, 2018. Disponível em: https://basenacionalcomum.mec.gov.br/. Acesso em: 23 mar. 2026.
Alternativas
Q3988482
Pedagogia Legislação da Educação ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Provas: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Artes) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ensino Religioso) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Geografia) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério Polivalente - Classe A | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Ciências) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe A (Educação Especial) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Educação Física) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (História) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Portuguesa) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Matemática) | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Psicopedagogo | CPCON - 2026 - Prefeitura de Nova Floresta - PB - Suporte Pedagógico - Classe C |
Q3988482 Pedagogia
A Lei que estabelece as Diretrizes e Bases da Educação Nacional (LDB) regulamenta o sistema educacional brasileiro nº 9.394/1996 em todos os níveis e modalidades do ensino escolar. Analise as afirmações a seguir acerca do que ela dispõe.

I- Um dos princípios do ensino estabelecidos na LDB diz respeito à gestão democrática do ensino público, em conformidade com as Diretrizes e as legislações dos sistemas de ensino.
II- De acordo com a LDB, a aplicação anual de recursos pela União deve corresponder exatamente a 10% (dez por cento) do PIB nacional.
III- A LDB estabelece que os entes federados devem atuar em regime de colaboração na organização dos sistemas de ensino, cabendo à União exercer função normativa, redistributiva e supletiva. 

É CORRETO o que se afirma apenas em:
Alternativas
Respostas
441: C
442: B
443: A
444: D
445: C
446: B
447: D
448: A
449: B
450: D
451: A
452: B
453: C
454: C
455: A
456: D
457: B
458: D
459: B
460: C
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