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De acordo com Antunes, a tarefa de avaliar é uma missão complexa, que exige do docente ser um exímio observador, capaz de ver o aluno além das aparências, em sua totalidade, percebendo os avanços do educando, pois sempre há avanço, ainda que pequeno, embora muitas vezes o educador não perceba. Nesse sentido, a tarefa do professor ao avaliar exige:
I. Competência.
II. Conhecimentos políticos.
III. Conhecimentos técnicos.
Quais estão corretas?
Segundo Mittler, é indiscutível que a educação é a chave para o desenvolvimento de uma sociedade. A inclusão, na verdade, é baseada em um sistema de valores que faz com que todos se sintam bem-vindos e celebra a diversidade que tem como base:
I. O gênero.
II. A nacionalidade.
III. A linguagem.
IV. O nível de aquisição educacional ou a deficiência.
Quais estão corretas?
Segundo a BNCC, existem competências específicas de linguagens para o ensino fundamental, quais sejam:
I. Compreender as linguagens como construção humana, histórica, social e cultural, de natureza dinâmica, reconhecendo-as e valorizando-as como formas de significação da realidade e expressão de subjetividades e identidades sociais e culturais.
II. Conhecer e explorar diversas práticas de linguagem (artísticas, corporais e linguísticas) em diferentes campos da atividade humana para continuar aprendendo, ampliar suas possibilidades de participação na vida social e colaborar para a construção de uma sociedade mais justa, democrática e inclusiva.
III. Utilizar diferentes linguagens – verbal (oral ou visual-motora, como Libras, e escrita), corporal, visual, sonora e digital –, para se expressar e partilhar informações, experiências, ideias e sentimentos em diferentes contextos e produzir sentidos que levem ao diálogo, à resolução de conflitos e à cooperação.
Quais estão corretas?
De acordo com a Base Nacional Comum Curricular (BNCC), ao longo do Ensino Fundamental – Anos Iniciais, a progressão do conhecimento ocorre pela consolidação das aprendizagens anteriores e pela ampliação das práticas de linguagem e da experiência estética e intercultural das crianças, considerando tanto seus interesses e suas expectativas quanto o que ainda precisam aprender. Nesse contexto, são ampliadas as seguintes competências:
I. Autonomia intelectual.
II. Compreensão de normas.
III. Interesses pela vida social.
Quais estão corretas?
O Conselho Tutelar será comunicado em casos de:
I. Maus-tratos envolvendo seus alunos e corpo docente.
II. Reiteração de faltas injustificadas e de evasão escolar, esgotados os recursos escolares.
III. Elevados níveis de aprovação.
Quais estão corretas?
De acordo com o Estatuto da Criança e do Adolescente (ECA), analise as assertivas abaixo e assinale C, se corretas, ou I, se incorretas, quanto ao direito de liberdade, respeito e dignidade.
( ) A criança e o adolescente têm direito à liberdade, ao respeito e à dignidade, como pessoas humanas em processo de desenvolvimento e como sujeitos de direitos civis, humanos e sociais garantidos na Constituição e nas leis.
( ) O direito à liberdade compreende ir, vir e estar em quaisquer logradouros públicos e espaços comunitários, independentemente de sua restrição.
( ) O direito ao respeito consiste na inviolabilidade da integridade física, psíquica e moral da criança e do adolescente, abrangendo a preservação da imagem, da identidade, da autonomia, dos valores, ideias e crenças, dos espaços e objetos pessoais.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
Em relação ao ensino fundamental obrigatório, analise as assertivas abaixo e assinale V, se verdadeiras, ou F, se falsas quanto à sua finalidade para a formação básica do cidadão:
( ) Os estabelecimentos que utilizam progressão regular por série podem adotar no ensino fundamental o regime de progressão continuada, sem prejuízo da avaliação do processo de ensino-aprendizagem, observadas as normas do respectivo sistema de ensino.
( ) O ensino fundamental regular será ministrado somente em língua portuguesa, assegurando a compreensão de aprendizagem.
( ) O ensino fundamental será presencial, sendo o ensino a distância utilizado como complementação da aprendizagem ou em situações emergenciais.
( ) O estudo sobre os símbolos nacionais será incluído como tema transversal nos currículos do ensino fundamental.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
O ensino da __________________, especialmente em suas expressões regionais, constituirá componente curricular obrigatório da educação básica.
Assinale a alternativa que preenche corretamente a lacuna do trecho acima.
Analise as assertivas abaixo e assinale V, se verdadeiras, ou F, se falsas, em relação à organização da educação básica, nos níveis fundamental e médio, de acordo com as suas regras comuns:
( ) A classificação, em qualquer série ou etapa, exceto a primeira do ensino fundamental, pode ser feita por transferência, para candidatos procedentes de outras escolas.
( ) A verificação do rendimento escolar observará a possibilidade de atraso de estudos para alunos com avanço escolar.
( ) Poderão organizar-se classes, ou turmas, com alunos de séries distintas, com níveis equivalentes de adiantamento na matéria, para o ensino de línguas estrangeiras, artes, ou outros componentes curriculares.
( ) Cabe a cada instituição de ensino expedir históricos escolares, declarações de conclusão de série e diplomas ou certificados de conclusão de cursos, com as especificações cabíveis.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
Segundo a Lei de Diretrizes e Bases da Educação Nacional (LDBEN), a educação abrange os processos ______________ que se desenvolvem na vida familiar, na convivência humana, no trabalho, nas instituições de ensino e pesquisa, nos movimentos sociais e organizações da sociedade civil e nas manifestações culturais.
Assinale a alternativa que preenche corretamente a lacuna do trecho acima.
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
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