Selecionar segmento
Estude com questões de diferentes segmentos
Atenção: Isso limpará todos os campos já preenchidos no filtro!
Foram encontradas 71.471 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721063
Pedagogia
O currículo na perspectiva da inclusão ultrapassa
adaptações pontuais, exigindo uma organização
educacional centrada na equidade, pluralidade e
respeito às singularidades, promovendo o
aprendizado de todos. Nesse sentido, o currículo
adaptado deve:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721062
Pedagogia
Campo da educação voltado especificamente para
o atendimento educacional de pessoas com
deficiência (física, intelectual, auditiva, visual),
transtornos globais do desenvolvimento e altas
habilidades/superdotação. Esse campo é o da:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721061
Pedagogia
O Projeto Político-Pedagógico (PPP) é o
documento orientador da escola, que deve ser
considerada como espaço democrático, de
participação, autonomia e compromisso com a
qualidade social da educação. Seu êxito depende
do envolvimento coletivo, da análise crítica do
contexto e do compromisso com a transformação
social por meio da educação. A dimensão “política”
do PPP está centrada:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721060
Pedagogia
Dermeval Saviani, um dos mais importantes
pensadores da educação brasileira, concebia a
democracia na escola como um princípio
fundamental para a transformação social e para a
concretização dos direitos educacionais. Para
Saviani, a democracia escolar não se resumia à
participação formal ou superficial, mas deveria
envolver uma gestão colegiada e participativa, com
a corresponsabilidade de todos os segmentos da
comunidade escolar. Nessa perspectiva, a
democracia na escola deveria prever:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721059
Pedagogia
A interdisciplinaridade é uma abordagem que
integra conhecimentos, métodos e perspectivas de
diferentes disciplinas para tratar temas ou
problemas de forma holística, completa e
contextualizada. Essa integração busca romper
com a visão compartimentada do conhecimento
tradicional, promovendo uma colaboração
verdadeira entre áreas do saber, além de um
diálogo crítico real. Logo, a interdisciplinaridade:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721058
Pedagogia
Processo de organização e coordenação das
ações na escola, visando garantir uma educação
de qualidade e o alcance dos objetivos
educacionais. Sua finalidade é propiciar o
desenvolvimento integral dos alunos, orientar o
ensino, facilitar tomadas de decisão e promover a
qualidade da educação. Essas são as
características do que se denomina:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721057
Pedagogia
Realizada ao término de um intervalo determinado
(como bimestre, semestre ou ano letivo), essa
avaliação tem como objetivo verificar o quanto os
alunos dominaram os conteúdos e as habilidades
ensinadas. Normalmente, serve para atribuir notas
e para decisões importantes, como aprovação ou
retenção dos estudantes. Esse tipo de avaliação
denomina-se:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721056
Pedagogia
No desenvolvimento motor da criança, as
habilidades grossas e finas evoluem de maneira
complementar: as grossas permitem a exploração
do espaço e maior autonomia, ao passo que as
finas preparam a criança para tarefas escolares, de
autocuidado e criatividade. Um exemplo de
habilidade motora fina é:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721055
Pedagogia
Há muitas teorias que buscam explicar o
desenvolvimento afetivo da criança. Uma dessas
teorias é a formulada por Bowlby, denominada
“teoria do apego”, segundo a qual o vínculo
emocional estabelecido entre a criança e seus
cuidadores principais (geralmente pais ou
responsáveis) tem importância central no
desenvolvimento emocional, social e até cognitivo
do indivíduo. Nessa perspectiva, a fase em que o
bebê passa a apresentar demonstração clara de
preferência, ansiedade de separação, além de
busca de proximidade ou conforto dos cuidados,
denomina-se:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721054
Pedagogia
Um adulto apresenta duas bolas de massinha
idênticas a uma criança de 7 anos. Em seguida, o
adulto amassa uma das bolas, deixando-a com
forma irregular e menor visualmente, e pergunta à
criança: “Em qual dessas bolas há mais
massinha?”. Se a criança responde que a bola
amassada tem menos massinha porque parece
menor, então podemos concluir que essa criança,
segundo a proposta de Piaget, está no estágio:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arraial do Cabo - RJ
Prova:
IBAM - 2025 - Prefeitura de Arraial do Cabo - RJ - Professor Docente II |
Q3721053
Pedagogia
Skinner, Watson e Pavlov defendem que a
aprendizagem ocorre por reforço, em uma dinâmica
de condicionamento e resposta a estímulos
externos. Esses teóricos filiam-se à corrente teórica
denominada:
Q3711764
Inglês
All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lin’d,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well sav’d, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans everything
1- Check your overall understanding of the text by deciding if the statements below are true (T) or false (F).
( ) The text is largely autobiographical.
( ) The text clearly makes a criticism of the government of the period.
( ) The idea of the text is that the world can be compared to a stage.
( ) The character being portrayed in the text is not a woman.
( ) Some kinds of clothes described in the text are typical of a period and of a country.
( ) The author points out the best qualities and attitudes of a person in each phase of life.
( ) The author uses comparisons to explain what humans look like and how they act in different ages of their lives.
DIAS, R.; JUCA, L.; FARIA, R. Prime: inglês para o ensino médio. São Paulo: Macmillan, 2014 (adaptado).
This textbook page brings an activity which aligns well with the Base Nacional Comum Curricular (BNCC) English language section, which emphasizes the development of students’ critical reading, interpretation, and reflection on different textual genres, including literary texts. This statement is correct because students
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lin’d,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well sav’d, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans everything
1- Check your overall understanding of the text by deciding if the statements below are true (T) or false (F).
( ) The text is largely autobiographical.
( ) The text clearly makes a criticism of the government of the period.
( ) The idea of the text is that the world can be compared to a stage.
( ) The character being portrayed in the text is not a woman.
( ) Some kinds of clothes described in the text are typical of a period and of a country.
( ) The author points out the best qualities and attitudes of a person in each phase of life.
( ) The author uses comparisons to explain what humans look like and how they act in different ages of their lives.
DIAS, R.; JUCA, L.; FARIA, R. Prime: inglês para o ensino médio. São Paulo: Macmillan, 2014 (adaptado).
This textbook page brings an activity which aligns well with the Base Nacional Comum Curricular (BNCC) English language section, which emphasizes the development of students’ critical reading, interpretation, and reflection on different textual genres, including literary texts. This statement is correct because students
Q3711760
Inglês
“Oh!” cried Anne eagerly, “I hope I do justice to all that is felt by you, and by those who resemble you. God forbid that I should
undervalue the warm and faithful feelings of any of my fellow-creatures! I should deserve utter contempt if I dared to suppose
that true attachment and constancy were known only by woman. No, I believe you capable of everything great and good in
your married lives. I believe you equal to every important exertion, and to every domestic forbearance, so long as — if I may
be allowed the expression — so long as you have an object. I mean while the woman you love lives, and lives for you. All the
privilege I claim for my own sex (it is not a very enviable one; you need not covet it), is that of loving longest, when existence
or when hope is gone”.
AUSTEN, J. Persuasion. Phoenix Edition, 2001.
In a public high school, an English teacher uses the excerpt from Jane Austen’s Persuasion to help students recognize and analyze literary language features such as irony, tone, and figurative expressions. This pedagogical approach meets Base Nacional Comum Curricular (BNCC) standards by promoting critical literacy and interpretive skills in English language learning. What is the primary focus of the teacher’s lesson using the Persuasion excerpt?
AUSTEN, J. Persuasion. Phoenix Edition, 2001.
In a public high school, an English teacher uses the excerpt from Jane Austen’s Persuasion to help students recognize and analyze literary language features such as irony, tone, and figurative expressions. This pedagogical approach meets Base Nacional Comum Curricular (BNCC) standards by promoting critical literacy and interpretive skills in English language learning. What is the primary focus of the teacher’s lesson using the Persuasion excerpt?
Q3711759
Pedagogia
Texto associado
During a writing activity in English, the teacher observes that more than half of the students struggle with the correct use of the
Past Simple and Present Perfect tenses, especially in distinguishing between the two in isolated sentences — e.g., “They have seen
that movie last week” instead of “They saw that movie last week” or “She worked here since 2020” instead of “She has worked
here since 2020”. The teacher notices that the students have no difficulty identifying the two tenses in reading comprehension
activities. This indicates a passive understanding of the structures, but a lack of practice and confidence in their active use. The
students, in late adolescence (16-17 years old), are in Piaget’s formal operations stage, with the ability to abstract, to analyze
critically, and to generalize rules, as long as they are presented clearly, so students have opportunities for practical application.
Their engagement is significantly higher in activities that connect the content to real-world contexts, such as discussions about
personal experiences or global issues. The teacher is then determined to find and implement a strategy to help her students.
Given this scenario, the teacher decides to rethink their assessment practices, adopting strategies that support the students’
learning through meaningful experiences, appropriate to their stage of development according to Piaget. The teacher then
reviews the content covered and decides to
Q3711758
Pedagogia
Texto associado
During a writing activity in English, the teacher observes that more than half of the students struggle with the correct use of the
Past Simple and Present Perfect tenses, especially in distinguishing between the two in isolated sentences — e.g., “They have seen
that movie last week” instead of “They saw that movie last week” or “She worked here since 2020” instead of “She has worked
here since 2020”. The teacher notices that the students have no difficulty identifying the two tenses in reading comprehension
activities. This indicates a passive understanding of the structures, but a lack of practice and confidence in their active use. The
students, in late adolescence (16-17 years old), are in Piaget’s formal operations stage, with the ability to abstract, to analyze
critically, and to generalize rules, as long as they are presented clearly, so students have opportunities for practical application.
Their engagement is significantly higher in activities that connect the content to real-world contexts, such as discussions about
personal experiences or global issues. The teacher is then determined to find and implement a strategy to help her students.
Which research methodology is appropriate to deal with students’ difficulties?
Q3711754
Inglês
TEXTO 1
O letramento literário faz parte da expansão do uso do termo letramento, isto é, integra o plural dos letramentos, sendo um dos usos sociais da escrita. Em primeiro lugar, o letramento literário é diferente dos outros tipos de letramento porque a literatura ocupa um lugar único em relação à linguagem, ou seja, cabe à literatura tornar o mundo compreensível transformando a sua materialidade em palavras de cores, odores, sabores e formas intensamente humanas. Depois, o letramento feito com textos literários proporciona um modo privilegiado de inserção no mundo da escrita, posto que conduz ao domínio da palavra a partir dela mesma.
SOUZA, R.; COSSON, R. Letramento literário: uma proposta para sala de aula.
Disponível em: https://acervodigital.unesp.br. Acesso em: 23 maio 2025 (adaptado).
TEXTO 2
(EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular: Ensino Fundamental. Disponível em: www.gov.br/mec.
Acesso em: 28 maio 2025 (adaptado).
An English teacher decides to bring a poem to her students based on the assumptions of literary literacy and the Base Nacional Comum Curricular (BNCC). Which of the pedagogical proposals is aligned with these assumptions?
O letramento literário faz parte da expansão do uso do termo letramento, isto é, integra o plural dos letramentos, sendo um dos usos sociais da escrita. Em primeiro lugar, o letramento literário é diferente dos outros tipos de letramento porque a literatura ocupa um lugar único em relação à linguagem, ou seja, cabe à literatura tornar o mundo compreensível transformando a sua materialidade em palavras de cores, odores, sabores e formas intensamente humanas. Depois, o letramento feito com textos literários proporciona um modo privilegiado de inserção no mundo da escrita, posto que conduz ao domínio da palavra a partir dela mesma.
SOUZA, R.; COSSON, R. Letramento literário: uma proposta para sala de aula.
Disponível em: https://acervodigital.unesp.br. Acesso em: 23 maio 2025 (adaptado).
TEXTO 2
(EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular: Ensino Fundamental. Disponível em: www.gov.br/mec.
Acesso em: 28 maio 2025 (adaptado).
An English teacher decides to bring a poem to her students based on the assumptions of literary literacy and the Base Nacional Comum Curricular (BNCC). Which of the pedagogical proposals is aligned with these assumptions?
Q3711753
Pedagogia
A teacher uses excerpts from George Bernard Shaw’s play Pygmalion (1913) as a starting point to reflect on language use
and its social implications. Before reading, she facilitates a group discussion where students share expressions from their
heritage languages or regional dialects, drawing parallels with the Cockney dialect of the protagonist Eliza and sharing personal
experiences of linguistic discrimination. Next, the students engage in guided reading of selected excerpts from the play and
discuss Eliza’s transformation — a working-class woman who, after intensive phonetic training, is introduced into high society.
The activity continues with the screening of scenes from the musical My Fair Lady (1964), based on the play, followed by a
comparison between the two texts using film stills, focusing on syntactic and lexical differences. Finally, students are invited to
research contemporary productions that relate to these works, drawing on their linguistic repertoires, such as memes, fanfics,
videobooks, and video reviews.
Considering the teacher’s practice, identify the linguistic phenomena addressed as well as the pedagogical approach employed
Considering the teacher’s practice, identify the linguistic phenomena addressed as well as the pedagogical approach employed
Q3711750
Inglês
Texto associado
According to Rojo (2009), literacy involves social practices
of reading and writing that are historically and culturally
situated. Thus, it is understood as a set of practices that enables
individuals to effectively participate in society by interpreting
and producing texts in various social contexts. Additionally, the
Base Nacional Comum Curricular (BNCC) defines multiliteracies
as the practices of reading and producing texts that are
constructed through different languages or semioses.
Due to the alarming rise in hate speech on the internet over the
last years, a teacher wants to promote an opportunity for students
to reflect on hate speech incorporating the concepts of literacy and
multiliteracies. What is the appropriate activity to accomplish that?
Q3711749
Inglês
Texto associado
According to Rojo (2009), literacy involves social practices
of reading and writing that are historically and culturally
situated. Thus, it is understood as a set of practices that enables
individuals to effectively participate in society by interpreting
and producing texts in various social contexts. Additionally, the
Base Nacional Comum Curricular (BNCC) defines multiliteracies
as the practices of reading and producing texts that are
constructed through different languages or semioses.
Which of the activities takes into account the concept of
multiliteracies?
Q3711748
Inglês
Texto associado
During a 9th-grade English class, the teacher designs a
lesson around the theme Local Heroes. The students begin
by watching a short subtitled documentary about Mestre
João, a capoeira master who offers free classes to children
in the school’s neighborhood. Working in groups, they then
create posters and voice recordings in English to present
other individuals they know who make a difference in their
community. Some students choose sports figures, others
highlight musicians or teachers. In order to support the lesson,
the teacher prepares a didactic sequence that incorporates
elements of digital literacy. Throughout the activities, she
encourages students to express themselves meaningfully
in English, prioritizing authentic communication and social
relevance over grammatical perfection and form-focused drills.
Considering the linguistic orientation which supports the
teaching approach presented in the text, an adequate teaching
activity focuses on
Conheça nossos planos