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Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877285
Inglês
Texto associado
Language Teaching Methodology:
A Text-based Approach
What is a text-based approach to language teaching?
A text-based approach entails:
1. Linking spoken and written texts to the cultural
context of their use.
2. Designing units of work that focus on developing
skills in relation to whole texts.
3. Providing students with guided practice as
they develop language skills for meaningful
communication through whole texts.
(…) The objective of this approach is to make students
acquainted with several texts which have a different
context. The result will be the following: students will
“produce and understand oral and written discourse
in various natural or stimulated communicative
settings in which they participate with a specific and
explicit intention” (Mumba and Mkandawire, 2019,
n.p.).
According to this teaching approach, the ability to
understand different types of text helps to strengthen
overall communicative skills in a second language.
How does a text-based language teaching strategy
work?
“The Text-based Integrated Approach means that a
series of lessons probably one or two weeks’ work will
comprise a unit which centre around a written text.
This will have to be chosen carefully by the teacher
for its suitability in terms of interest, level of difficulty,
and appropriateness to the learners” (Mumba and
Mkandawire, 2019, n.p.).
A language, after all, does incorporate different texts.
For instance, rather than just teaching isolated words
such as teeth, we can make up a story about how
important it is to brush our teeth, at least twice a
day in order to avoid visits to the dentist. It appears
from different studies that students, at any age, learn
more effectively when grammar and vocabulary are taught altogether. And, when the teaching material
makes students enthusiastic. Consequently, it is
recommended to choose texts which will trigger
interest. For instance, young children may be
interested in animals and cartoons whereas older
ones will find topics such as movies, music, sports, or
even politics more appealing.
We can divide the language learning activities under
the text-based approach into two different categories:
Working on the text and working from the text.
Working on the text includes exercises that test
the student’s understanding of the text. Among
them, there are exercises like gap-filling (or fillin-the-blanks), writing summary, linking actions,
paraphrasing, and sequencing events for example.
Among working from the text exercises, there are
debating the idea presented in the text, finding
arguments for and against the topic or thesis
presented by the text, developing a conversation
between student groups using the text’s topic and
vocabulary. Working from the text activities test
the student’s ability to decode at a deeper level
the message of the text and to use the information
learned in a communicative context. Such activities
allow for training both the student’s reading and
speaking skills.
What are the main advantages of the text-based
language teaching approach?
Lessons can integrate debates, roles plays, drama, or
any sort of competition if preparation is given. This
method implies that “teaching should focus on all the
four language skills (speaking, reading, writing and
listening). All activities are designed with reference
to a particular text” (Mumba and Mkandawire, 2019,
n.p.). This particular method seems to increase
memorization and overall learning. As Study.com
points out students can understand the meaning of
new words by themselves by reading them in context
and can also quickly acquire new vocabulary that
evolves around that one topic.
Disponível em: https://sanako.com/a-text-based-language-teaching-methodology. Acesso em: 27 nov. 2025. (Adaptado).
What are the benefits from the text-based language
teaching approach?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877284
Inglês
Texto associado
Language Teaching Methodology:
A Text-based Approach
What is a text-based approach to language teaching?
A text-based approach entails:
1. Linking spoken and written texts to the cultural
context of their use.
2. Designing units of work that focus on developing
skills in relation to whole texts.
3. Providing students with guided practice as
they develop language skills for meaningful
communication through whole texts.
(…) The objective of this approach is to make students
acquainted with several texts which have a different
context. The result will be the following: students will
“produce and understand oral and written discourse
in various natural or stimulated communicative
settings in which they participate with a specific and
explicit intention” (Mumba and Mkandawire, 2019,
n.p.).
According to this teaching approach, the ability to
understand different types of text helps to strengthen
overall communicative skills in a second language.
How does a text-based language teaching strategy
work?
“The Text-based Integrated Approach means that a
series of lessons probably one or two weeks’ work will
comprise a unit which centre around a written text.
This will have to be chosen carefully by the teacher
for its suitability in terms of interest, level of difficulty,
and appropriateness to the learners” (Mumba and
Mkandawire, 2019, n.p.).
A language, after all, does incorporate different texts.
For instance, rather than just teaching isolated words
such as teeth, we can make up a story about how
important it is to brush our teeth, at least twice a
day in order to avoid visits to the dentist. It appears
from different studies that students, at any age, learn
more effectively when grammar and vocabulary are taught altogether. And, when the teaching material
makes students enthusiastic. Consequently, it is
recommended to choose texts which will trigger
interest. For instance, young children may be
interested in animals and cartoons whereas older
ones will find topics such as movies, music, sports, or
even politics more appealing.
We can divide the language learning activities under
the text-based approach into two different categories:
Working on the text and working from the text.
Working on the text includes exercises that test
the student’s understanding of the text. Among
them, there are exercises like gap-filling (or fillin-the-blanks), writing summary, linking actions,
paraphrasing, and sequencing events for example.
Among working from the text exercises, there are
debating the idea presented in the text, finding
arguments for and against the topic or thesis
presented by the text, developing a conversation
between student groups using the text’s topic and
vocabulary. Working from the text activities test
the student’s ability to decode at a deeper level
the message of the text and to use the information
learned in a communicative context. Such activities
allow for training both the student’s reading and
speaking skills.
What are the main advantages of the text-based
language teaching approach?
Lessons can integrate debates, roles plays, drama, or
any sort of competition if preparation is given. This
method implies that “teaching should focus on all the
four language skills (speaking, reading, writing and
listening). All activities are designed with reference
to a particular text” (Mumba and Mkandawire, 2019,
n.p.). This particular method seems to increase
memorization and overall learning. As Study.com
points out students can understand the meaning of
new words by themselves by reading them in context
and can also quickly acquire new vocabulary that
evolves around that one topic.
Disponível em: https://sanako.com/a-text-based-language-teaching-methodology. Acesso em: 27 nov. 2025. (Adaptado).
How does a text-based language teaching strategy
work?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877283
Inglês
Texto associado
Language Teaching Methodology:
A Text-based Approach
What is a text-based approach to language teaching?
A text-based approach entails:
1. Linking spoken and written texts to the cultural
context of their use.
2. Designing units of work that focus on developing
skills in relation to whole texts.
3. Providing students with guided practice as
they develop language skills for meaningful
communication through whole texts.
(…) The objective of this approach is to make students
acquainted with several texts which have a different
context. The result will be the following: students will
“produce and understand oral and written discourse
in various natural or stimulated communicative
settings in which they participate with a specific and
explicit intention” (Mumba and Mkandawire, 2019,
n.p.).
According to this teaching approach, the ability to
understand different types of text helps to strengthen
overall communicative skills in a second language.
How does a text-based language teaching strategy
work?
“The Text-based Integrated Approach means that a
series of lessons probably one or two weeks’ work will
comprise a unit which centre around a written text.
This will have to be chosen carefully by the teacher
for its suitability in terms of interest, level of difficulty,
and appropriateness to the learners” (Mumba and
Mkandawire, 2019, n.p.).
A language, after all, does incorporate different texts.
For instance, rather than just teaching isolated words
such as teeth, we can make up a story about how
important it is to brush our teeth, at least twice a
day in order to avoid visits to the dentist. It appears
from different studies that students, at any age, learn
more effectively when grammar and vocabulary are taught altogether. And, when the teaching material
makes students enthusiastic. Consequently, it is
recommended to choose texts which will trigger
interest. For instance, young children may be
interested in animals and cartoons whereas older
ones will find topics such as movies, music, sports, or
even politics more appealing.
We can divide the language learning activities under
the text-based approach into two different categories:
Working on the text and working from the text.
Working on the text includes exercises that test
the student’s understanding of the text. Among
them, there are exercises like gap-filling (or fillin-the-blanks), writing summary, linking actions,
paraphrasing, and sequencing events for example.
Among working from the text exercises, there are
debating the idea presented in the text, finding
arguments for and against the topic or thesis
presented by the text, developing a conversation
between student groups using the text’s topic and
vocabulary. Working from the text activities test
the student’s ability to decode at a deeper level
the message of the text and to use the information
learned in a communicative context. Such activities
allow for training both the student’s reading and
speaking skills.
What are the main advantages of the text-based
language teaching approach?
Lessons can integrate debates, roles plays, drama, or
any sort of competition if preparation is given. This
method implies that “teaching should focus on all the
four language skills (speaking, reading, writing and
listening). All activities are designed with reference
to a particular text” (Mumba and Mkandawire, 2019,
n.p.). This particular method seems to increase
memorization and overall learning. As Study.com
points out students can understand the meaning of
new words by themselves by reading them in context
and can also quickly acquire new vocabulary that
evolves around that one topic.
Disponível em: https://sanako.com/a-text-based-language-teaching-methodology. Acesso em: 27 nov. 2025. (Adaptado).
What does a Text-based Approach imply?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877282
Inglês
Associate the definition with the word.
WORDS 1. Asset 2. Output 3. Collateral 4. Liabilities 5. Mortgage
DEFINITIONS ( ) Something valuable that you promise to give as guarantee for a loan.
( ) Total amount of something a person, a machine or an industry produces.
( ) Anything of value owned by a business that can be used to produce goods, pay debts etc.
( ) Loan by which a bank or a similar financial institution lends somebody money to buy property.
( ) Money that a company will have to pay to someone else, for example: bills, taxes, debts, and interest.
The correct sequence of this association is:
WORDS 1. Asset 2. Output 3. Collateral 4. Liabilities 5. Mortgage
DEFINITIONS ( ) Something valuable that you promise to give as guarantee for a loan.
( ) Total amount of something a person, a machine or an industry produces.
( ) Anything of value owned by a business that can be used to produce goods, pay debts etc.
( ) Loan by which a bank or a similar financial institution lends somebody money to buy property.
( ) Money that a company will have to pay to someone else, for example: bills, taxes, debts, and interest.
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877280
Inglês
Analyze the following assertions and the proposed
relation between them.
I- When you see a colon (:) after a symbol, it means that the sound is short, with a single phonetic quality throughout
BECAUSE
II- the colon indicates length, showing that the preceding vowel or consonant sound is held for a shorter duration.
It is correct to state that
I- When you see a colon (:) after a symbol, it means that the sound is short, with a single phonetic quality throughout
BECAUSE
II- the colon indicates length, showing that the preceding vowel or consonant sound is held for a shorter duration.
It is correct to state that
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877279
Inglês
Indicate whether each of the following statements
about the principal characteristics of the GrammarTranslation Method, presented by Richards and Rogers in Approaches and methods in language teaching is true (T) or false (F).
( ) Speaking or listening are the major focus; little or no systematic attention is paid to reading and writing.
( ) Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
( ) It views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of foreign language.
( ) The first language is not maintained as the reference system in the acquisition of the second language, because the student’s native language is not the medium of instruction.
( ) It is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.
According to the statements, the correct sequence is:
( ) Speaking or listening are the major focus; little or no systematic attention is paid to reading and writing.
( ) Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
( ) It views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of foreign language.
( ) The first language is not maintained as the reference system in the acquisition of the second language, because the student’s native language is not the medium of instruction.
( ) It is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.
According to the statements, the correct sequence is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877278
Inglês
Read the excerpt and fill in the blanks with the words
indicated below.
Many people tend to be put ______ learning foreign languages as it also means taking ______ a lot ______ foreign grammar and vocabulary. Having attended two or three classes, they simply give ______ and put the whole thing ______ the backburner.
The sequence that correctly fills in the blanks is:
Many people tend to be put ______ learning foreign languages as it also means taking ______ a lot ______ foreign grammar and vocabulary. Having attended two or three classes, they simply give ______ and put the whole thing ______ the backburner.
The sequence that correctly fills in the blanks is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877277
Inglês
Read the text.
Mount Nyiragongo in the Democratic Republic of Congo is one of Africa’s most active volcanoes. In all, there are eight volcanoes along the borders of Rwanda, Congo and Uganda. Nyiragongo was last active in 1994, when a lava lake reappeared in its summit crater. The latest eruption is more serious. Lava from Nyiragongo can travel at 60 kilometers per hour and some of it might reach a nearby lake and do further damage. Bill Evans of the US Geological Survey said lava could react with gas in the lake, with catastrophic consequences. The gas is composed of carbon dioxide and methane and could suffocate local people living around the lake.
Associate the lexical category with its word highlighted in the text above.
WORDS 1. along 2. borders 3. latest 4. it 5. reach
LEXICAL CATEGORIES ( ) verb ( ) noun ( ) adverb ( ) adjective ( ) preposition
The correct sequence of this association is:
Mount Nyiragongo in the Democratic Republic of Congo is one of Africa’s most active volcanoes. In all, there are eight volcanoes along the borders of Rwanda, Congo and Uganda. Nyiragongo was last active in 1994, when a lava lake reappeared in its summit crater. The latest eruption is more serious. Lava from Nyiragongo can travel at 60 kilometers per hour and some of it might reach a nearby lake and do further damage. Bill Evans of the US Geological Survey said lava could react with gas in the lake, with catastrophic consequences. The gas is composed of carbon dioxide and methane and could suffocate local people living around the lake.
Associate the lexical category with its word highlighted in the text above.
WORDS 1. along 2. borders 3. latest 4. it 5. reach
LEXICAL CATEGORIES ( ) verb ( ) noun ( ) adverb ( ) adjective ( ) preposition
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877276
Inglês
As stated by McCarthy, in An Introduction to
English Morphology, “a proverb is a traditional
saying, syntactically a sentence, whose conventional
interpretation differs from what is suggested by the
literal meaning of the words it contains.”
Associate the meaning with the proverb.
PROVERBS
1. Beggars can’t be choosers 2. A stitch in time saves nine 3. Every cloud has a silver lining 4. Too many cooks spoil the broth 5. It is no use crying over spilt milk
MEANINGS
( ) If you depend on others, you can’t be too picky. ( ) Even difficult situations have something positive hidden within them. ( ) Having too many people involved in a task makes it harder to complete. ( ) After an accident one should look to the future, rather than waste time wishing the accident had no happened. ( ) Anticipating a future problem and taking care to avoid it is less troublesome in the long run than responding to the problem after it has arisen.
The correct sequence of this association is:
Associate the meaning with the proverb.
PROVERBS
1. Beggars can’t be choosers 2. A stitch in time saves nine 3. Every cloud has a silver lining 4. Too many cooks spoil the broth 5. It is no use crying over spilt milk
MEANINGS
( ) If you depend on others, you can’t be too picky. ( ) Even difficult situations have something positive hidden within them. ( ) Having too many people involved in a task makes it harder to complete. ( ) After an accident one should look to the future, rather than waste time wishing the accident had no happened. ( ) Anticipating a future problem and taking care to avoid it is less troublesome in the long run than responding to the problem after it has arisen.
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877275
Inglês
Read the excerpt and fill in the blanks with the words
indicated below.
During the next 50 years an incredible ______ of new technologies is expected to move from the lab to the world of business. We are already seeing evidence of this today. Robots are replacing humans on the production lines. Microcomputers have become ______ in offices. Bio-factories are beginning to manufacture ______ of engineered human insulin. The coming decades promise to be especially volatile and exciting for American business. The expected ______ will profoundly change not only our lives but those of our children and grandchildren. For the more developed nations, this era of turmoil will be marked by economic difficulties, problems with ______ and pollution, and continually dwindling resources.
The sequence that correctly fills in the blanks is:
During the next 50 years an incredible ______ of new technologies is expected to move from the lab to the world of business. We are already seeing evidence of this today. Robots are replacing humans on the production lines. Microcomputers have become ______ in offices. Bio-factories are beginning to manufacture ______ of engineered human insulin. The coming decades promise to be especially volatile and exciting for American business. The expected ______ will profoundly change not only our lives but those of our children and grandchildren. For the more developed nations, this era of turmoil will be marked by economic difficulties, problems with ______ and pollution, and continually dwindling resources.
The sequence that correctly fills in the blanks is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877274
Inglês
Analyze the following assertions made by Brown, in Teaching by Principles, about the characteristics of communicative language teaching.
I- Language techniques are not designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.
II- The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge; students are therefore encouraged to construct meaning through genuine linguistic interaction with others.
III- Students lack opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.
IV- Fluency and accuracy are seen as complementary principles underlying communicative techniques; at times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
V- Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence; goals therefore must intertwine the organizational aspects of language with the pragmatic.
It is correct only what is stated in
I- Language techniques are not designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.
II- The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge; students are therefore encouraged to construct meaning through genuine linguistic interaction with others.
III- Students lack opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.
IV- Fluency and accuracy are seen as complementary principles underlying communicative techniques; at times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
V- Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence; goals therefore must intertwine the organizational aspects of language with the pragmatic.
It is correct only what is stated in
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877273
Inglês
According to ideas developed by Brown and
Abeywickrama, in Language assessment: principles
and classroom practices, indicate whether each of
the following statements about the advantages of
standardized tests is true (T) or false (F).
( ) Readily available product. ( ) Easily administered only to small groups. ( ) Previously validated product (in many cases). ( ) Streamlined scoring and reporting procedures. ( ) As an indirect testing, it will always elicit a good sample of performance.
According to the statements, the correct sequence is:
( ) Readily available product. ( ) Easily administered only to small groups. ( ) Previously validated product (in many cases). ( ) Streamlined scoring and reporting procedures. ( ) As an indirect testing, it will always elicit a good sample of performance.
According to the statements, the correct sequence is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877272
Inglês
Considering the statements presented by Lightbown
and Spada, in How Languages are Learned, about the
behaviourist perspective, a theory of learning that
was very influential in the 1940s and 1950s, especially
in the United States, analyze the following assertions.
I- The behavourists viewed imitation and practice as the primary processes in language development.
II- This theory gives great importance to the environment as the source of everything the child needs to learn.
III- Traditional behaviourists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’.
IV- Encouraged by their environment, children would continue to imitate and practice the sounds and patterns until they formed ‘habits’ of correct language use.
V- According to this view, the quality and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the in the environment, would not shape the child’s language behaviour.
It is correct only what is stated in
I- The behavourists viewed imitation and practice as the primary processes in language development.
II- This theory gives great importance to the environment as the source of everything the child needs to learn.
III- Traditional behaviourists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’.
IV- Encouraged by their environment, children would continue to imitate and practice the sounds and patterns until they formed ‘habits’ of correct language use.
V- According to this view, the quality and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the in the environment, would not shape the child’s language behaviour.
It is correct only what is stated in
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877271
Inglês
Associate the expressions with their respective synonyms.
EXPRESSIONS
1. Best man
2. Man of means
3. Man in the street
4. Man about town
5. Man of his word
SYNONYMS
( ) An average person.
( ) A fashionable, high-living man.
( ) A man who keeps his promises.
( ) A person who is wealthy and has substantial resources.
( ) An official supporter of the bridegroom at a wedding ceremony.
The correct sequence of this association is
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877270
Inglês
Indicate whether each of the following statements
presented by Jeremy Harmer, in The practice of English
language teaching, about the advantages of nonnative-English-speaker teachers, is true (T) or false (F).
( ) They have often had the same experience of learning English as their students.
( ) They are frequently considerably more familiar with local customs and learning styles.
( ) On the vast majority of contexts, in countries all over the world, English is taught by non-nativeEnglish-speaker teachers.
( ) They represent a “Western culture” from which spring the ideals both of the English language and English language teaching methodology.
According to the statements, the correct sequence is:
( ) They have often had the same experience of learning English as their students.
( ) They are frequently considerably more familiar with local customs and learning styles.
( ) On the vast majority of contexts, in countries all over the world, English is taught by non-nativeEnglish-speaker teachers.
( ) They represent a “Western culture” from which spring the ideals both of the English language and English language teaching methodology.
According to the statements, the correct sequence is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Provas:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Administração
|
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Atendimento Educacional Especializado |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Enfermagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agroecologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Florestal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agronomia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Artes |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Biologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Filosofia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Contabilidade |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Economia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Línguistica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Educação Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Grandes Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Geografia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: História |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Informática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Libras |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Matemática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Mecânica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Clínica Médica de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Anestesiologia Veterinária |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Recursos Pesqueiros |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Diagnóstico por Imagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Segurança do Trabalho |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Patologia Animal e/ou Medicina Preventiva |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Sociologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Pedagogia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Produção Animal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Publicidade |
Q3875153
Português
A Resolução Nº. 94 - CONSUP/IFAM, de 23 de dezembro de 2015, altera o inteiro teor da Resolução
nº 28-CONSUP/IFAM, de 22 de agosto de 2012, que
trata do Regulamento da Organização Didático-Acadêmica do Instituto Federal de Educação, Ciência e
Tecnologia do Amazonas (IFAM).
Sobre este Regulamento, analise o que se afirma a seguir.
I- As ofertas educacionais do IFAM serão desenvolvidas por meio da formação inicial e continuada de jovens, adultos e trabalhadores no âmbito da Educação Básica, da Educação Profissional, do Ensino de Graduação e de Pós-Graduação e nas diversas modalidades da Educação.
II- A Extensão é o processo educativo, cultural e científico que articula o ensino e a pesquisa, viabilizando ações transformadoras entre o Instituto e a sociedade.
III- O IFAM oferecerá cursos nos diferentes níveis, exclusivamente nas modalidades presencial e semipresencial.
Está correto apenas o que se afirma em
Sobre este Regulamento, analise o que se afirma a seguir.
I- As ofertas educacionais do IFAM serão desenvolvidas por meio da formação inicial e continuada de jovens, adultos e trabalhadores no âmbito da Educação Básica, da Educação Profissional, do Ensino de Graduação e de Pós-Graduação e nas diversas modalidades da Educação.
II- A Extensão é o processo educativo, cultural e científico que articula o ensino e a pesquisa, viabilizando ações transformadoras entre o Instituto e a sociedade.
III- O IFAM oferecerá cursos nos diferentes níveis, exclusivamente nas modalidades presencial e semipresencial.
Está correto apenas o que se afirma em
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Provas:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Administração
|
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Atendimento Educacional Especializado |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Enfermagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agroecologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Florestal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agronomia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Artes |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Biologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Filosofia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Contabilidade |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Economia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Línguistica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Educação Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Grandes Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Geografia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: História |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Informática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Libras |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Matemática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Mecânica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Clínica Médica de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Anestesiologia Veterinária |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Recursos Pesqueiros |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Diagnóstico por Imagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Segurança do Trabalho |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Patologia Animal e/ou Medicina Preventiva |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Sociologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Pedagogia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Produção Animal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Publicidade |
Q3875152
Legislação Federal
A Lei nº 11.892/2008 institui a Rede Federal de Educação Profissional, Científica e Tecnológica e cria os
Institutos Federais de Educação, Ciência e Tecnologia.
Com base no conteúdo desta Lei, é correto afirmar que os Institutos Federais
Com base no conteúdo desta Lei, é correto afirmar que os Institutos Federais
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Provas:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Administração
|
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Atendimento Educacional Especializado |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Enfermagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agroecologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Florestal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agronomia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Artes |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Biologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Filosofia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Contabilidade |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Economia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Línguistica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Educação Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Grandes Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Geografia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: História |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Informática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Libras |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Matemática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Mecânica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Clínica Médica de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Anestesiologia Veterinária |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Recursos Pesqueiros |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Diagnóstico por Imagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Segurança do Trabalho |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Patologia Animal e/ou Medicina Preventiva |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Sociologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Pedagogia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Produção Animal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Publicidade |
Q3875151
Direito Digital
A Lei Geral de Proteção de Dados Pessoais (LGPD) dispõe sobre o tratamento de dados pessoais, inclusive
nos meios digitais, por pessoa natural ou por pessoa
jurídica de direito público ou privado, com o objetivo
de proteger os direitos fundamentais de liberdade e
de privacidade e o livre desenvolvimento da personalidade da pessoa natural.
Segundo a LGPD, é correto afirmar que a “limitação do tratamento ao mínimo necessário para a realização de suas finalidades, com abrangência dos dados pertinentes, proporcionais e não excessivos em relação às finalidades do tratamento de dados” corresponde ao princípio da
Segundo a LGPD, é correto afirmar que a “limitação do tratamento ao mínimo necessário para a realização de suas finalidades, com abrangência dos dados pertinentes, proporcionais e não excessivos em relação às finalidades do tratamento de dados” corresponde ao princípio da
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Provas:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Administração
|
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Atendimento Educacional Especializado |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Enfermagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agroecologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Florestal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agronomia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Artes |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Biologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Filosofia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Contabilidade |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Economia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Línguistica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Educação Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Grandes Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Geografia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: História |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Informática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Libras |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Matemática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Mecânica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Clínica Médica de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Anestesiologia Veterinária |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Recursos Pesqueiros |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Diagnóstico por Imagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Segurança do Trabalho |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Patologia Animal e/ou Medicina Preventiva |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Sociologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Pedagogia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Produção Animal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Publicidade |
Q3875149
Direito Administrativo
O Decreto nº 12.374, de 6 de fevereiro de 2025, dispõe sobre os critérios e os procedimentos a serem
observados pelos órgãos e pelas entidades integrantes do Sistema de Pessoal Civil da Administração Federal, para avaliação de desempenho de servidores
ocupantes de cargo público efetivo durante o estágio
probatório previsto no art. 20 da Lei nº 8.112, de 11 de
dezembro de 1990.
A esse respeito, é correto afirmar que
A esse respeito, é correto afirmar que
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Provas:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Administração
|
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Atendimento Educacional Especializado |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Enfermagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agroecologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Florestal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Agronomia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Artes |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Engenharia Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Biologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Filosofia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Contabilidade |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Economia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Línguistica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Educação Física |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Cirurgia de Grandes Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Geografia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: História |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Informática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Libras |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Matemática |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Química |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Mecânica |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Clínica Médica de Pequenos Animais |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Anestesiologia Veterinária |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Recursos Pesqueiros |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Diagnóstico por Imagem |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Segurança do Trabalho |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Medicina Veterinária / Patologia Animal e/ou Medicina Preventiva |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Sociologia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Pedagogia |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Produção Animal |
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Publicidade |
Q3875139
Português
Texto associado
A QUESTÃO SE REFERE AO TEXTO
A SEGUIR.
Não há mais relógios bobos
Outro dia saí de casa sem o relógio e só depois me
dei conta. Usuário do objeto desde que o chamavam
de "bobo" (por trabalhar de graça), senti-me quase
nu no meio da rua. Mas não fez diferença. Um piscar
de olhos e lá estava, na esquina, um relógio digital. E,
pela multidão de narizes enfiados no celular ao meu
redor, imaginei que alguns o estivessem usando para
ver as horas.
O relógio foi uma invenção das grandes cidades. O
mundo rural não precisa dele – sabe-se a hora pelo
sol –, assim como as províncias, com suas distâncias
de cobrir a pé. Hoje, nas megalópoles, ficou mais indispensável do que nunca, daí os relógios em toda
parte, e tantos que nem os percebemos. Alguns pterodáctilos, como eu, continuam a levar um no pulso
e, pior ainda, analógico, de ponteiros, que se movem
em direção aos algarismos romanos.
Os ponteiros já tiveram os seus grandes dias. Harold
Lloyd pendurou-se neles em seu filme "O Homem-Mosca" (1923) – uma capa da The New Yorker, há
algum tempo, pôs Lloyd tentando se pendurar nos
dígitos. Em outro clássico, "Matar ou Morrer" (1952),
os 85 minutos do filme equivalem aos 85 da ação. Os
bandidos chegarão pelo trem do meio-dia para matar
Gary Cooper, e há muitos relógios em cena para nos
lembrar disso. Sem falar no relógio do Capitão Gancho, que o crocodilo, seu inimigo, engoliu e o aterroriza com seu tic-tac. No Rio, já não se vê a Rádio
Relógio, mas os relógios da Glória, da Mesbla e da
Central continuam firmes.
Tudo isso hoje é incompreensível para a Geração Z,
que não sabe para que servem as flechinhas rumo
àqueles VIII ou XII. O desuso dos relógios datou e sepultou até uma canção dos Mutantes, "O Relógio",
cantada por Rita Lee, em 1968: "Meu relógio parou/
Desistiu para sempre de ser/ Antimagnético/ 22 rubis.// Eu dei corda e pensei/ Que o relógio iria viver/
Pra dizer a hora/Não andou e eu chorei.// Dois ponteiros parados a rir/ São à prova d’água/ 22 rubis."
O relógio de ponteiros tem uma vantagem. Nele, o
tempo passa mais devagar.
Castro, Ruy. Não há mais relógios bobos. Folha de S. Paulo, Opinião, 17 nov.
2025, p.A3. Adaptado
Analise as asserções a seguir e a relação proposta entre elas.
I- Na frase “No Rio, já não se vê a Rádio Relógio, mas os relógios da Glória, da Mesbla e da Central continuam firmes.”, o emprego do pronome “se” proclítico (antes do verbo) é opcional
PORQUE,
II- especialmente no contexto apresentado e, segundo o que prescrevem as regras da gramática normativa, o referido pronome oblíquo átono pode vir anteposto ou posposto ao verbo.
A respeito das asserções, é correto afirmar que
I- Na frase “No Rio, já não se vê a Rádio Relógio, mas os relógios da Glória, da Mesbla e da Central continuam firmes.”, o emprego do pronome “se” proclítico (antes do verbo) é opcional
PORQUE,
II- especialmente no contexto apresentado e, segundo o que prescrevem as regras da gramática normativa, o referido pronome oblíquo átono pode vir anteposto ou posposto ao verbo.
A respeito das asserções, é correto afirmar que
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