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Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988652
Português
Texto associado
TEXTO: BEBÊS EXPOSTOS À POBREZA
APRESENTAM ATRASOS NO
DESENVOLVIMENTO MOTOR JÁ AOS SEIS
MESES
Maria Fernanda Ziegler
A pobreza pode afetar o desenvolvimento
motor dos bebês já aos seis meses de idade.
Essa é a conclusão do primeiro estudo brasileiro
que investigou mês a mês a quantidade e a
qualidade do desenvolvimento motor e sua
relação com a vulnerabilidade socioeconômica
nos primeiros meses de vida.
Conduzido por pesquisadores da
Universidade Federal de São Carlos (UFSCar), o
trabalho acompanhou 88 bebês dos 3 aos 8
meses, sendo 50 deles em situação de
vulnerabilidade socioeconômica. Os resultados
foram publicados na revista Acta Psychologica.
“Além desses bebês alcançarem marcos
motores [como agarrar objetos, virar e sentar]
mais tarde que os não expostos à pobreza, eles
apresentavam menor diversidade de movimentos,
repetindo sempre a mesma estratégia para pegar
um brinquedo, por exemplo”, explica Carolina
Fioroni Ribeiro da Silva, bolsista da Fapesp cujo
estudo foi objeto de seu doutorado.
Para Eloisa Tudella, professora da
UFSCar e orientadora da pesquisa, esses atrasos
sutis em lactentes expostos à pobreza podem ter
impactos importantes mais adiante, nos períodos
pré-escolar e escolar.
“Embora não tenha sido o foco direto da
pesquisa, evidências indicam que atrasos
motores leves no primeiro ano de vida podem
influenciar o desenvolvimento global e se associar
a problemas comportamentais na idade escolar,
incluindo transtorno do déficit de atenção com
hiperatividade [TDAH] e transtornos da
coordenação”, afirma.
O estudo mostrou ainda que há espaço
para reversão já que, aos oito meses, os atrasos
já não eram mais significativos. Essa
possibilidade de melhora é atribuída ao
engajamento das mães, que passaram a
reproduzir em casa as orientações dadas durante
as visitas (nenhum pai se apresentou como
responsável para receber as pesquisadoras).
“A maioria das mães expostas à pobreza
era adolescente e não sabia como estimular os
bebês após o nascimento. Durante as visitas, nós
ensinávamos práticas simples, como colocar a
criança de barriga para baixo, usar papel
amassado como brinquedo ou conversar e cantar
para o bebê. Todas as mães se mostraram muito
receptivas, copiavam as ações durante as
avaliações e passaram a interagir mais com os
filhos, favorecendo seu desenvolvimento motor”,
conta Silva, atualmente em pós-doutorado na
Heinrich Heine University, na Alemanha.
Conhecidos como “tummy time”, os
períodos curtos em que o bebê fica de bruços sobre um tapete, acordado e supervisionado, são
indicados para fortalecer cabeça, pescoço,
ombros, costas e braços, contribuindo para a
preparação da musculatura e a coordenação
necessárias para que o bebê seja capaz de rolar,
sentar, engatinhar e ficar de pé.
“Em muitos lares, os bebês passavam
mais tempo confinados em carrinhos, com poucas
oportunidades para explorar o ambiente,
fortalecer os músculos e experimentar diferentes
formas de se mover, pois não havia espaço para
isso”, afirma Silva.
O trabalho utilizou pela primeira vez no
Brasil o Infant Motor Profile (IMP), instrumento
desenvolvido por pesquisadores da Universidade
de Groningen, na Holanda. Diferente de escalas
que avaliam apenas se o bebê atingiu
determinado marco motor, o IMP analisa também
a qualidade dos movimentos – variação, fluidez,
simetria e desempenho. Isso permite identificar
precocemente riscos neuromotores, planejar
intervenções mais precisas e acompanhar a
evolução das crianças ao longo do tempo.
Segundo Tudella, outra vantagem do
instrumento é reduzir a necessidade de
avaliações mais caras e complexas, como
ressonância magnética em bebês, que em geral
exige sedação.
Fonte:
https://www1.folha.uol.com.br/equilibrioesaude/2026/02
/bebes-expostos-a-pobreza-apresentam-atrasos-nodesenvolvimento-motor-ja-aos-seis-meses.shtml.
Acesso em 12/02/2026.
“‘Em muitos lares, os bebês passavam mais
tempo confinados em carrinhos, com poucas
oportunidades para explorar o ambiente,
fortalecer os músculos e experimentar diferentes
formas de se mover, pois não havia espaço para
isso’, afirma Silva” (9º parágrafo). Esse parágrafo
do texto cumpre a função discursiva de:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988648
Português
Texto associado
TEXTO: BEBÊS EXPOSTOS À POBREZA
APRESENTAM ATRASOS NO
DESENVOLVIMENTO MOTOR JÁ AOS SEIS
MESES
Maria Fernanda Ziegler
A pobreza pode afetar o desenvolvimento
motor dos bebês já aos seis meses de idade.
Essa é a conclusão do primeiro estudo brasileiro
que investigou mês a mês a quantidade e a
qualidade do desenvolvimento motor e sua
relação com a vulnerabilidade socioeconômica
nos primeiros meses de vida.
Conduzido por pesquisadores da
Universidade Federal de São Carlos (UFSCar), o
trabalho acompanhou 88 bebês dos 3 aos 8
meses, sendo 50 deles em situação de
vulnerabilidade socioeconômica. Os resultados
foram publicados na revista Acta Psychologica.
“Além desses bebês alcançarem marcos
motores [como agarrar objetos, virar e sentar]
mais tarde que os não expostos à pobreza, eles
apresentavam menor diversidade de movimentos,
repetindo sempre a mesma estratégia para pegar
um brinquedo, por exemplo”, explica Carolina
Fioroni Ribeiro da Silva, bolsista da Fapesp cujo
estudo foi objeto de seu doutorado.
Para Eloisa Tudella, professora da
UFSCar e orientadora da pesquisa, esses atrasos
sutis em lactentes expostos à pobreza podem ter
impactos importantes mais adiante, nos períodos
pré-escolar e escolar.
“Embora não tenha sido o foco direto da
pesquisa, evidências indicam que atrasos
motores leves no primeiro ano de vida podem
influenciar o desenvolvimento global e se associar
a problemas comportamentais na idade escolar,
incluindo transtorno do déficit de atenção com
hiperatividade [TDAH] e transtornos da
coordenação”, afirma.
O estudo mostrou ainda que há espaço
para reversão já que, aos oito meses, os atrasos
já não eram mais significativos. Essa
possibilidade de melhora é atribuída ao
engajamento das mães, que passaram a
reproduzir em casa as orientações dadas durante
as visitas (nenhum pai se apresentou como
responsável para receber as pesquisadoras).
“A maioria das mães expostas à pobreza
era adolescente e não sabia como estimular os
bebês após o nascimento. Durante as visitas, nós
ensinávamos práticas simples, como colocar a
criança de barriga para baixo, usar papel
amassado como brinquedo ou conversar e cantar
para o bebê. Todas as mães se mostraram muito
receptivas, copiavam as ações durante as
avaliações e passaram a interagir mais com os
filhos, favorecendo seu desenvolvimento motor”,
conta Silva, atualmente em pós-doutorado na
Heinrich Heine University, na Alemanha.
Conhecidos como “tummy time”, os
períodos curtos em que o bebê fica de bruços sobre um tapete, acordado e supervisionado, são
indicados para fortalecer cabeça, pescoço,
ombros, costas e braços, contribuindo para a
preparação da musculatura e a coordenação
necessárias para que o bebê seja capaz de rolar,
sentar, engatinhar e ficar de pé.
“Em muitos lares, os bebês passavam
mais tempo confinados em carrinhos, com poucas
oportunidades para explorar o ambiente,
fortalecer os músculos e experimentar diferentes
formas de se mover, pois não havia espaço para
isso”, afirma Silva.
O trabalho utilizou pela primeira vez no
Brasil o Infant Motor Profile (IMP), instrumento
desenvolvido por pesquisadores da Universidade
de Groningen, na Holanda. Diferente de escalas
que avaliam apenas se o bebê atingiu
determinado marco motor, o IMP analisa também
a qualidade dos movimentos – variação, fluidez,
simetria e desempenho. Isso permite identificar
precocemente riscos neuromotores, planejar
intervenções mais precisas e acompanhar a
evolução das crianças ao longo do tempo.
Segundo Tudella, outra vantagem do
instrumento é reduzir a necessidade de
avaliações mais caras e complexas, como
ressonância magnética em bebês, que em geral
exige sedação.
Fonte:
https://www1.folha.uol.com.br/equilibrioesaude/2026/02
/bebes-expostos-a-pobreza-apresentam-atrasos-nodesenvolvimento-motor-ja-aos-seis-meses.shtml.
Acesso em 12/02/2026.
Ao informar que “nenhum pai se apresentou como
responsável para receber as pesquisadoras” (6º
parágrafo), é possível inferir que:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988646
Inglês
“In many Brazilian public universities, English
instruction has historically prioritized the
development of strategic reading abilities,
enabling learners to extract relevant information
from academic texts in their fields, rather than
pursuing full oral fluency.” (Excerpt adapted from:
Celani [1988]; Ramos [2005]. “Brazilian ESP
tradition”)
The pedagogical orientation described aligns most closely with:
The pedagogical orientation described aligns most closely with:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988645
Inglês
“An adequate theory of language pedagogy must
extend beyond grammatical mastery and account
for the sociocultural rules governing
appropriateness, discourse cohesion, and
strategic resourcefulness in real-life interaction.”
(Excerpt adapted from: Hymes, 1972, On
Communicative Competence; Canale & Swain,
1980, Theoretical Bases of Communicative
Approaches to Second Language Teaching and
Testing.)
The theoretical construct being operationalized in the excerpt is:
The theoretical construct being operationalized in the excerpt is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988644
Inglês
“In structurally oriented classrooms influenced by
audiolingual principles, language is
conceptualized primarily as a system of habits to
be formed through pattern drills, repetition, and
controlled manipulation of grammatical structures,
with minimal emphasis on spontaneous
interaction.” (Excerpt adapted from: Richards &
Rodgers [2001]. Approaches and Methods in
Language Teaching)
The pedagogical orientation most accurately characterized in the excerpt corresponds to:
The pedagogical orientation most accurately characterized in the excerpt corresponds to:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988643
Inglês
During a policy symposium on digital governance
in education, a senior advisor stated: “Teachers
are navigating unprecedented epistemological
shifts, and we must ensure that they receive
sustained institutional support if AI is to enhance
rather than erode pedagogical integrity.” (Excerpt
adapted from: MIT Technology Review [2023].
“How Generative AI Is Reshaping Education”) In formally reporting the advisor’s statement within an academic article written after the event, the grammatically accurate and contextually appropriate transformation would be:
“How Generative AI Is Reshaping Education”) In formally reporting the advisor’s statement within an academic article written after the event, the grammatically accurate and contextually appropriate transformation would be:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988642
Inglês
“In policy roundtables, numerous educators have
articulated that they wish institutional investment
in sustained AI training ______ more systematic,
less episodic, and insulated from shifting political
agendas.” (Excerpt adapted from: Harvard
Graduate School of Education [2023]. “Preparing
Teachers for an AI-Driven Future”) The verb form that correctly expresses present
regret concerning an unreal state is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988641
Inglês
“Teachers, ______ professional discernment and
pedagogical autonomy remain indispensable
within AI-augmented classrooms, must be
regarded not as peripheral implementers of policy
but as central agents in shaping ethically
responsible digital futures.” (Excerpt adapted
from: The Conversation [2024]. “Teachers Are
Key to Students’ AI Literacy”)
The correct relative determiner that completes the clause is:
The correct relative determiner that completes the clause is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988640
Inglês
“It has been widely acknowledged that, in the
absence of robust regulatory oversight, vast
repositories of student-generated data ______ in
ways that neither educators nor families are able
to scrutinize effectively.” (Excerpt adapted from:
World Economic Forum [2020]. “Shaping the
Future of Learning”)
The grammatically accurate passive construction expressing epistemic possibility is:
The grammatically accurate passive construction expressing epistemic possibility is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988638
Inglês
“Over the past decade, adaptive AI-driven
assessment models ______ at an unprecedented
pace, progressively reshaping pedagogical
methodologies, accountability metrics, and
evaluative paradigms across diverse educational
jurisdictions.” (Excerpt adapted from: OECD [2021].
“AI and the Future of Skills”)
The verbal phrase that most accurately foregrounds continuity to the present moment is:
The verbal phrase that most accurately foregrounds continuity to the present moment is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988636
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Throughout the text, the author progressively
moves from describing the rapid expansion of
generative AI in education (paragraph 1), to raising
ethical and pedagogical concerns (paragraph 2), to
identifying systemic gaps in training (paragraph 3),
and finally to advocating coordinated policy
investment (paragraphs 4 and 5). This progression
indicates that the author’s primary argumentative
strategy consists of:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988635
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In paragraph 1, the text refers to “these paradigm
shifts”. Considering the context of the passage,
the expression “paradigm shifts” is most nearly
synonymous with:
A ( ) incremental
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988634
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers.” (paragraph 3)
The discourse marker “despite” is strategically employed to:
The discourse marker “despite” is strategically employed to:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988633
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Teachers are uniquely positioned to help guide
students as they grapple with the existential and
social implications of AI alongside practical
concerns for their own and students’ futures.”
(paragraph 2)
In this context, the adjective “existential” most precisely suggests issues that are:
In this context, the adjective “existential” most precisely suggests issues that are:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988632
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers. This widening gap between teacher
competencies and the demands of an AI-infused
classroom is unsustainable.” (paragraph 3)
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988631
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In the final paragraph, the author reinforces the
overall argument by emphasizing that:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988630
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 4 advances the argument that effective
AI integration in schools depends on:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988629
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 3 suggests that the central tension in
current AI implementation in education lies in:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988628
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
According to paragraph 2, the debate surrounding
AI in education extends beyond classroom
management and includes:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988627
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
The first paragraph frames teachers’ current
situation primarily as:
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