Questões de Concurso
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Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246840
Português
TACOLADO. Placa de sinalização pessoas autorizadas. Disponível <https://www.tacolado.com.br/placa-de-sinalizacaopessoas-nao-autorizadas/>.
Assinale a alternativa cuja forma reescrita do texto utilizado na placa acima se encontra totalmente correta.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246839
Português
"Agora, já aos 70 anos, o que eu realmente
aprendi foi aquilo que eu não sabia aos 21: não
adianta esperar pela resposta quando não se tem
a pergunta certa." (Pedro Bandeira)
Assinale a alternativa que apresenta uma análise correta da palavra destacada no período acima.
Assinale a alternativa que apresenta uma análise correta da palavra destacada no período acima.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246838
Português
CAZO. Nova onda de calor. Disponível em <https://blogdoaftm.com.br/charge-nova-onda-decalor/>.
A expressão “pra ele poder sair”", empregada na fala da personagem na charge acima, tem o sentido de _____________ e pode ser reescrita como "_____________".
Assinale a alternativa cujos elementos preenchem corretamente as lacunas acima, na mesma ordem.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246837
Português
Assinale a alternativa cujo elemento destacado
estabelece referência exofórica, isto é, remete a
algo que está fora do enunciado.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246836
Português
Assinale a alternativa cujos elementos
preenchem corretamente as lacunas a seguir, na
mesma ordem:
- Tudo aconteceu ____ custa de muito esforçо, graças ____ tentativa de anular ____ decisão da assembleia.
- Pouco _____ pouco, os convidados foram se acostumando ____ luminosidade do local.
- Dirijo-me ____ vocês com um objetivo muito simples: declarar minha adesão ____ causa desse grupo.
- Tudo aconteceu ____ custa de muito esforçо, graças ____ tentativa de anular ____ decisão da assembleia.
- Pouco _____ pouco, os convidados foram se acostumando ____ luminosidade do local.
- Dirijo-me ____ vocês com um objetivo muito simples: declarar minha adesão ____ causa desse grupo.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246835
Português
Texto associado
Leia o texto a seguir para responder à questão.
Crônica da conexão
Um doido dia resolveu mudar e o dia
doido era eu. Tomei uma decisão:
Eu não quero me conectar. Hoje eu
quero um afastamento da tela do celular, da
televisão, das redes sociais. Há de haver algum
lugar no espaço ao meu alcance onde a conexão
seja natural e não dependa de senhas.
Assim como o sol quando eu olho ao
sentir o brilho e percebo o relento. Preciso de
uma conexão no meu espaço físico, na
quantidade dos livros guardados chorando por
mim. Conectar com histórias contadas em verso
e prosa que eu abandonei há sete meses, e hoje
é o dia do encontro. Ou reencontro, ou muito
encanto. A gente precisou muito da conexão no
caos diário, mas a gente se esgota. Pira,
estranha, chora, e de repente a conexão se fez
diferente.
Dei um basta. Respirei. Reaprendi a
dialogar com as pessoas da minha vida real:
filho, marido, cachorro, barulhos brandos,
vozes, era nossa vez de escutar nosso cotidiano.
E fazer planos, e cantar e sonhar. Nos
reconectar e nos sentir vivos.
Mas voltei para minha conexão virtual
de todos os dias. Minha irmă usa apenas
mensagem de áudio pra se comunicar. Por causa
da minha irmã, minha filha, minha tia, eu me
reconecto. Por carinho à causa. Um dia desses
em que eu resolvi não olhar notificações, recebi
um áudio:
- Você não usa o telefone?
Era minha irmã, sentindo minha falta.
- Você quer falar comigo pelo telefone?
Perguntei preocupada.
- Quero falar com você por aqui
mesmo. Pra gente conversar muito.
Comecei a conversar com ela quatro,
cinco vezes pelo WhatsApp navegável. Do
jeitinho que ela gosta. É amor. E de amor
estamos todos precisando. Em doses cavalares.
Que restabeleça em mim a importância
da conexão. Sem nunca perder a vontade de se
desconectar por alguns momentos.
MODESTO, Sandra. Crônica da conexão. Revista Cult.
Disponível em <https://revistacult.uol.com.br/home/cronica-daconexao/>.
"Era minha irmã, sentindo minha falta.
- Você quer falar comigo pelo telefone? Perguntei preocupada."
Assinale a alternativa que apresenta uma forma reescrita correta de parte do trecho acima.
- Você quer falar comigo pelo telefone? Perguntei preocupada."
Assinale a alternativa que apresenta uma forma reescrita correta de parte do trecho acima.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246834
Português
Texto associado
Leia o texto a seguir para responder à questão.
Crônica da conexão
Um doido dia resolveu mudar e o dia
doido era eu. Tomei uma decisão:
Eu não quero me conectar. Hoje eu
quero um afastamento da tela do celular, da
televisão, das redes sociais. Há de haver algum
lugar no espaço ao meu alcance onde a conexão
seja natural e não dependa de senhas.
Assim como o sol quando eu olho ao
sentir o brilho e percebo o relento. Preciso de
uma conexão no meu espaço físico, na
quantidade dos livros guardados chorando por
mim. Conectar com histórias contadas em verso
e prosa que eu abandonei há sete meses, e hoje
é o dia do encontro. Ou reencontro, ou muito
encanto. A gente precisou muito da conexão no
caos diário, mas a gente se esgota. Pira,
estranha, chora, e de repente a conexão se fez
diferente.
Dei um basta. Respirei. Reaprendi a
dialogar com as pessoas da minha vida real:
filho, marido, cachorro, barulhos brandos,
vozes, era nossa vez de escutar nosso cotidiano.
E fazer planos, e cantar e sonhar. Nos
reconectar e nos sentir vivos.
Mas voltei para minha conexão virtual
de todos os dias. Minha irmă usa apenas
mensagem de áudio pra se comunicar. Por causa
da minha irmã, minha filha, minha tia, eu me
reconecto. Por carinho à causa. Um dia desses
em que eu resolvi não olhar notificações, recebi
um áudio:
- Você não usa o telefone?
Era minha irmã, sentindo minha falta.
- Você quer falar comigo pelo telefone?
Perguntei preocupada.
- Quero falar com você por aqui
mesmo. Pra gente conversar muito.
Comecei a conversar com ela quatro,
cinco vezes pelo WhatsApp navegável. Do
jeitinho que ela gosta. É amor. E de amor
estamos todos precisando. Em doses cavalares.
Que restabeleça em mim a importância
da conexão. Sem nunca perder a vontade de se
desconectar por alguns momentos.
MODESTO, Sandra. Crônica da conexão. Revista Cult.
Disponível em <https://revistacult.uol.com.br/home/cronica-daconexao/>.
"Há(l) de haver(2) algum lugar no espaço ao
meu alcance onde a conexão seja natural e não
dependa de senhas."
Assinale a alternativa que apresenta uma análise correta das duas formas verbais identificadas por números no enunciado acima.
Assinale a alternativa que apresenta uma análise correta das duas formas verbais identificadas por números no enunciado acima.
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Provas:
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Geografia
|
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Matemática |
Avança SP - 2026 - Prefeitura de Ubatuba - SP - Fonoaudiólogo |
Q4246833
Português
Texto associado
Leia o texto a seguir para responder à questão.
Crônica da conexão
Um doido dia resolveu mudar e o dia
doido era eu. Tomei uma decisão:
Eu não quero me conectar. Hoje eu
quero um afastamento da tela do celular, da
televisão, das redes sociais. Há de haver algum
lugar no espaço ao meu alcance onde a conexão
seja natural e não dependa de senhas.
Assim como o sol quando eu olho ao
sentir o brilho e percebo o relento. Preciso de
uma conexão no meu espaço físico, na
quantidade dos livros guardados chorando por
mim. Conectar com histórias contadas em verso
e prosa que eu abandonei há sete meses, e hoje
é o dia do encontro. Ou reencontro, ou muito
encanto. A gente precisou muito da conexão no
caos diário, mas a gente se esgota. Pira,
estranha, chora, e de repente a conexão se fez
diferente.
Dei um basta. Respirei. Reaprendi a
dialogar com as pessoas da minha vida real:
filho, marido, cachorro, barulhos brandos,
vozes, era nossa vez de escutar nosso cotidiano.
E fazer planos, e cantar e sonhar. Nos
reconectar e nos sentir vivos.
Mas voltei para minha conexão virtual
de todos os dias. Minha irmă usa apenas
mensagem de áudio pra se comunicar. Por causa
da minha irmã, minha filha, minha tia, eu me
reconecto. Por carinho à causa. Um dia desses
em que eu resolvi não olhar notificações, recebi
um áudio:
- Você não usa o telefone?
Era minha irmã, sentindo minha falta.
- Você quer falar comigo pelo telefone?
Perguntei preocupada.
- Quero falar com você por aqui
mesmo. Pra gente conversar muito.
Comecei a conversar com ela quatro,
cinco vezes pelo WhatsApp navegável. Do
jeitinho que ela gosta. É amor. E de amor
estamos todos precisando. Em doses cavalares.
Que restabeleça em mim a importância
da conexão. Sem nunca perder a vontade de se
desconectar por alguns momentos.
MODESTO, Sandra. Crônica da conexão. Revista Cult.
Disponível em <https://revistacult.uol.com.br/home/cronica-daconexao/>.
O texto "Crônica da conexão" é apresentado
predominantemente na:
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246821
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
Text III refers to ELF as “a guiding concept for English Language
Teaching (ELT)”.
From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246820
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
As part of the curriculum, the teacher should introduce students
to possessive adjectives. One strategy that can be used is asking
them to underline the possessive adjective in a sentence and
discussing its use.
In the case of the sentence “its implementation has brought significant challenges”, the possessive adjective is in the
In the case of the sentence “its implementation has brought significant challenges”, the possessive adjective is in the
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246819
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
In the sentence “These challenges underscore the pivotal role of
teacher education”, the verb can be replaced, without significant
change of meaning, by
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246818
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
Teachers “who often lack a clear understanding of the concept”
are those whose knowledge of the concept is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246817
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The fragment “the measure has sparked debate and controversy”
implies that the measure has
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246816
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The focus of Text III is to:
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can
be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the
genitive case. In order to teach how to express possession, the only
sentence that the teacher could use as an example is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246809
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
In writing the clause “if no coping mechanisms are provided”, the
author has used the
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246808
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
In an English as a Lingua Franca (ELF) setting, it is important that
students learn how new words are created, as this will help them
expand their vocabulary and understand how the new word can
be used in different contexts. To do so, one possibility is writing
the word “interplay” on the blackboard and asking them how it is
formed.
They should answer that “interplay” is formed by a(n)
They should answer that “interplay” is formed by a(n)
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The adverb “even” in “and even classroom performance” implies
that something is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
According to Text I, if teachers neglect strategies for dealing with
stress, they may feel
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