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Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943796
Pedagogia
De acordo com o Currículo de Pernambuco: Educação de Jovens e Adultos – Ensino Fundamental, da Secretaria de
Educação e Esportes (2021), a avaliação deverá ter um caráter predominantemente processual, cujo objetivo maior
é o monitoramento contínuo do desenvolvimento integral dos(as) estudantes. Assim, a avaliação
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943795
Pedagogia
Considerando o Currículo de Pernambuco: Educação de Jovens e Adultos – Ensino Fundamental, da Secretaria de
Educação e Esportes (2021), é CORRETO afirmar que o ensino da Língua Inglesa deve desenvolver as
competências (descritas no referido documento) organizadas em quatro eixos. São eles:
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943793
Inglês
Check the use of prepositions in the sentences below and mark the INCORRECT alternative.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943792
Inglês
Texto associado
Text 03 (for question)
When we think of people who have taught us, we can, perhaps, remember times when they stood at the front of the
class and told us things; there may have been times when we were working in groups and they came to help us; or
perhaps sometimes we were working on our own and the teacher didn‟t seem to be doing very much at all. (...)
Teachers are at all times FACILITATORS of learning. This means that we must always do everything we can to
make learning happen smoothly and appropriately or the learners.
We need to be CONTROLLERS when we are explaining things, taking the class register for telling the students
what to do. This often involves standing at the front of the class and being very clear.
We often act as PROMPTERS, pushing students to make new sentences and encouraging them to speak when they
are reluctant. We can offer words and phrases to help them say what they want to say.
We often act as FEEDBACK PROVIDERS when we correct students‟ mistakes, make a comment on what they
have said or praise their efforts.
We should remember, too, that one of the teacher‟s most important jobs is COMPREHENSIBLE INPUT
PROVIDER to the students, speaking to them in ways that will help their language acquisition.
(Source: Harmer, J. Essential Teacher Knowledge: core concepts in English language teaching, p. 146. Harlow: Pearson
Education Limited, 2012. (Adapted.)
Considering the subject of text 03, choose the alternative that has the most suitable title to compose it.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943791
Inglês
Texto associado
Text 02 (for question)
Brave new words
The English language is a dynamic phenomenon. Like your mobile phone or the grass in the garden, it is continually
___________, constantly acquiring new characteristics. Many of these changes occur because of the way we live. As
the world __________ we need to find different ways of describing it, to fill the gaps in our vocabulary for new ideas.
Some of these words will stay in our vocabulary, others won‟t. Only time will tell. But the ways we ____________ new
words will continue, and will create many more new expressions in years to ______________.
(Kerry Maxwell. Brave New Words: a language lover‟s guide to the 21st century. In: Global Pre-intermediate coursebook.
Clandfield, L. Oxford: Macmillan, 2010.)
Which alternative presents the CORRECT sequence of verbs to complete the gaps in text 02?
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943790
Inglês
Regarding the Communicative Approach, choose the INCORRECT principle among the statements below.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943789
Inglês
Texto associado
Read the passage below to answer question.
“According to the teachers who use the __________________________, a fundamental purpose of learning a foreign
language is to be able to read literature written in the target language. To do this, students need to learn about the
grammar rules and vocabulary of the target language. They are taught to translate from one language to another. Often
what they translate are readings in the target language about some aspect of the culture – mainly literature and fine arts.
Reading and writing are the primary skills that the students work on. Very little attention is given to speaking and
listening and the roles of the teacher are very traditional.”
(Source: LARSEN-FREEMAN, D. Techniques and Principles in language Teaching. Oxford: Oxford University Press, 2003.
Adapted).
The most suitable method (or approach) to fill in the passage is
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943788
Inglês
Considering the International Alphabetic Symbols – IPA –, mark the alternative in which the exemplification is
INCORRECT.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943787
Inglês
Regarding the grapheme th, mark the alternative in which the word corresponds to the phoneme /ð/
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943786
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
Read the definition below and choose the CORRECT word to complete it.
__________________ is the ability to emotionally understand what other people feel, see things from their point of view, and imagine yourself in their place.
__________________ is the ability to emotionally understand what other people feel, see things from their point of view, and imagine yourself in their place.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943785
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
Read and answer.
“Although films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for those encounters by fostering understanding and developing sensitivity. ”
In the excerpt above, the words actual and sensitivity can be respectively translated into Portuguese as:
“Although films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for those encounters by fostering understanding and developing sensitivity. ”
In the excerpt above, the words actual and sensitivity can be respectively translated into Portuguese as:
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943784
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
Read and answer. “Although films cannot substitute for actual interaction with numbers of other cultures, they can
provide useful preparation for those encounters”.
The word Although highlighted in the excerpt could be best replaced by
The word Although highlighted in the excerpt could be best replaced by
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943783
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
In the passage: the teacher must consult reviews or see the movie firsthand to determine if it is appropriate for the desired
lesson. (paragraph 3), the author is
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943782
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
What can be stated about the text?
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943496
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
The bold pronouns in paragraphs 3 and 4 This (l. 20), their (l. 21), they (l. 23),
that (l. 26), and them (l. 27), refer to, respectively:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943495
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
The highlighted words “easily” (l. 02), “clearly” (l. 04), and “incredibly” (l. 17) are
________ and they follow ________ spelling rule(s).”
Choose the alternative that correctly and respectively fills in the blanks in the text above.
Choose the alternative that correctly and respectively fills in the blanks in the text above.
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de São José dos Ausentes - RS
Provas:
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Portuguesa
|
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Psicólogo |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Matemática |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Geografia |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Inglesa |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de História |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Educação Física |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Veterinário |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Assistente Social |
Q1940485
Conhecimentos Gerais
Em 25 de abril, é lembrado o Dia Internacional contra a Alienação Parental, data que
evoca maior atenção ao tema durante todo o mês. Desde 2020, o Instituto Brasileiro de Direito de
Família – IBDFAM tem um grupo dedicado à temática, que segue com uma atuação, junto a
parlamentares, em defesa da Lei da Alienação Parental (12.318/2010), ainda ameaçada de revogação
(Fonte: https://ibdfam.org.br, acesso em: 04/04/2022). A legislação, que completa 12 anos em
agosto, considera ato de alienação parental:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de São José dos Ausentes - RS
Provas:
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Portuguesa
|
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Psicólogo |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Matemática |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Geografia |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Inglesa |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de História |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Educação Física |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Veterinário |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Assistente Social |
Q1940484
Conhecimentos Gerais
Puderam fazer as provas os inscritos na edição regular do Enem 2021, que não
compareceram nos locais de prova por algum motivo previsto no edital, na reaplicação que aconteceu
nos dias 9 e 16 de janeiro de 2022, tendo como o seguinte tema da redação:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de São José dos Ausentes - RS
Provas:
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Portuguesa
|
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Psicólogo |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Matemática |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Geografia |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Inglesa |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de História |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Educação Física |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Veterinário |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Assistente Social |
Q1940483
História
Leia a seguinte notícia sobre a Guerra entre a Rússia e a Ucrânia, publicada no site
https://vestibular.brasilescola.uol.com.br:
“A tensão entre a Rússia e a Ucrânia aumentou após milhares de soldados russos serem posicionados nas fronteiras com o território ucraniano, o que despertou o alerta para uma invasão russa na Ucrânia. Essa movimentação atípica começou em novembro de 2021 e se intensificou em janeiro de 2022, mas a origem do conflito é mais antiga.
As raízes do conflito estão na crise política que se instalou na Ucrânia no ano de 2014 e na anexação da Crimeia pela Rússia nesse mesmo período. Além disso, os russos tentam impedir uma maior aproximação da Ucrânia com a Otan, sendo essa uma das exigências impostas por parte da Rússia em meio às negociações.”
Nesse contexto, o que é a Otan?
“A tensão entre a Rússia e a Ucrânia aumentou após milhares de soldados russos serem posicionados nas fronteiras com o território ucraniano, o que despertou o alerta para uma invasão russa na Ucrânia. Essa movimentação atípica começou em novembro de 2021 e se intensificou em janeiro de 2022, mas a origem do conflito é mais antiga.
As raízes do conflito estão na crise política que se instalou na Ucrânia no ano de 2014 e na anexação da Crimeia pela Rússia nesse mesmo período. Além disso, os russos tentam impedir uma maior aproximação da Ucrânia com a Otan, sendo essa uma das exigências impostas por parte da Rússia em meio às negociações.”
Nesse contexto, o que é a Otan?
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de São José dos Ausentes - RS
Provas:
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Portuguesa
|
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Psicólogo |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Matemática |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Geografia |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Língua Inglesa |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de História |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Professor de Educação Física |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Veterinário |
FUNDATEC - 2022 - Prefeitura de São José dos Ausentes - RS - Assistente Social |
Q1940482
Conhecimentos Gerais
“A ativista ambiental de Uganda, de 24 anos, foi um dos grandes destaques da COP26
– Conferência das Nações Unidas para a Mudança do Clima. Ela se tornou a dona da cena, ao participar
de uma reunião com jovens ativistas, que contou com a presença do ex-presidente dos Estados Unidos,
Barack Obama. Em discurso na manifestação que aconteceu durante a COP26, foi aplaudida por cerca
de 100 mil pessoas que faziam parte de movimentos religiosos, partidos, movimentos contra o racismo,
defensores de direitos humanos, e ativistas pró-refugiados” (Texto adaptado. Fonte:
guiadoestudante.abril.com.br, novembro de 2021). Em uma das suas entrevistas, citou: “Não existe
justiça climática sem justiça racial”. Qual é o nome dessa ativista?
Conheça nossos planos