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Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Cuidador de Aluno com Deficiência |
Q1083144
Estatuto da Pessoa com Deficiência - Lei nº 13.146 de 2015
O Estatuto da Pessoa com Deficiência (Lei
nº 13.146, de 2015) descreve o significado de
barreira. No que diz respeito aos comportamentos
que impeçam ou prejudiquem a participação social da
pessoa com deficiência em igualdade de condições e
oportunidades com as demais pessoas, é correto
classificar essas barreiras como:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Cuidador de Aluno com Deficiência |
Q1083143
Estatuto da Pessoa com Deficiência - Lei nº 13.146 de 2015
Dentre as diretrizes da Política Nacional de
Proteção dos Direitos da Pessoa com Transtorno do
Espectro Autista (Lei nº 12.764, de 2012), encontrase a:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Cuidador de Aluno com Deficiência |
Q1083142
Estatuto da Pessoa com Deficiência - Lei nº 13.146 de 2015
“Possibilidade e condição de alcance para
utilização, com segurança e autonomia, de espaços,
mobiliários, equipamentos urbanos, edificações,
transportes, informação e comunicação, inclusive
seus sistemas e tecnologias, bem como de outros
serviços e instalações abertos ao público, de uso
público ou privados de uso coletivo, tanto na zona
urbana como na rural, por pessoa com deficiência ou
com mobilidade reduzida”. De acordo com a
Lei nº 13.146, de 2015, que institui a Lei Brasileira de
Inclusão da Pessoa com Deficiência (Estatuto da
Pessoa com Deficiência), esta definição corresponde
à:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083141
Inglês
Texto associado
Texto III
Warnock (2009) stated that the first reason to
teach writing online is that the environment can be
purely textual. Students are in a rich, guided learning
environment in which they express themselves to a
varied audience with their written words. The
electronic communication tools allow students to write
to the teacher and to each other in ways that will open
up teaching and learning opportunities for everyone
involved. Besides, writing teachers have a unique
opportunity because writing-centered online courses
allow instructors and students to interact in ways
beyond content delivery. They allow students to build a community through electronic means. For students
whose options are limited, these electronic
communities can build the social and professional
connections that constitute some of education's real
value (Warnock, 2009).
Moreover, Melor (2007) pointed out that social
interaction technologies have great benefits for
lifelong education environments. The social
interaction can help enhancing the skills such as the
ability to search, to evaluate, to interact meaningfully
with tools, and so on. Education activities can usually
take place in the classroom which teacher and
students will face to face, but now, it can be carried out
through the social network technologies including
discussion and assessment. According to Kamarul
Kabilan, Norlida Ahmad and Zainol Abidin (2010),
using Facebook affects learner motivation and
strengthens students' social networking practices.
What is more, according to Munoz and Towner (2009),
Facebook also increases the level of web-based
interaction among both teacher-student and student-student. Facebook assists the teachers to connect
with their students outside of the classroom and
discuss about the assignments, classroom events
and useful links.
Hence, social networking services like Facebook
can be chosen as the platform to teach ESL writing.
Social networking services can contribute to
strengthen relationships among teachers as well as
between teachers and students. Besides, they can be
used for teachers and students to share the ideas, to
find the solutions and to hold an online forum when
necessary. Using social networking services have
more options than when using communication tools
which only have single function, such as instant
messaging or e-mail. The people can share interests,
post, upload variety kinds of media to social
networking services so that their friends could find
useful information (Wikipedia, 2010).
(Adapted from: YUNUS, M. D.; SALEHI, H.; CHENZI, C. English
Language Teaching; Vol. 5, No. 8; 2012.)
No enunciado "Moreover, Melor (2007) pointed
out that social interaction technologies have great
benefits for lifelong education environments", o termo
"Moreover" funciona como uma conjunção:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083140
Inglês
Texto associado
Texto III
Warnock (2009) stated that the first reason to
teach writing online is that the environment can be
purely textual. Students are in a rich, guided learning
environment in which they express themselves to a
varied audience with their written words. The
electronic communication tools allow students to write
to the teacher and to each other in ways that will open
up teaching and learning opportunities for everyone
involved. Besides, writing teachers have a unique
opportunity because writing-centered online courses
allow instructors and students to interact in ways
beyond content delivery. They allow students to build a community through electronic means. For students
whose options are limited, these electronic
communities can build the social and professional
connections that constitute some of education's real
value (Warnock, 2009).
Moreover, Melor (2007) pointed out that social
interaction technologies have great benefits for
lifelong education environments. The social
interaction can help enhancing the skills such as the
ability to search, to evaluate, to interact meaningfully
with tools, and so on. Education activities can usually
take place in the classroom which teacher and
students will face to face, but now, it can be carried out
through the social network technologies including
discussion and assessment. According to Kamarul
Kabilan, Norlida Ahmad and Zainol Abidin (2010),
using Facebook affects learner motivation and
strengthens students' social networking practices.
What is more, according to Munoz and Towner (2009),
Facebook also increases the level of web-based
interaction among both teacher-student and student-student. Facebook assists the teachers to connect
with their students outside of the classroom and
discuss about the assignments, classroom events
and useful links.
Hence, social networking services like Facebook
can be chosen as the platform to teach ESL writing.
Social networking services can contribute to
strengthen relationships among teachers as well as
between teachers and students. Besides, they can be
used for teachers and students to share the ideas, to
find the solutions and to hold an online forum when
necessary. Using social networking services have
more options than when using communication tools
which only have single function, such as instant
messaging or e-mail. The people can share interests,
post, upload variety kinds of media to social
networking services so that their friends could find
useful information (Wikipedia, 2010).
(Adapted from: YUNUS, M. D.; SALEHI, H.; CHENZI, C. English
Language Teaching; Vol. 5, No. 8; 2012.)
Na sentença "The social interaction can help
enhancing the skills such as the ability to search, to
evaluate, to interact meaningfully with tools, and so
on", o termo "enhancing" tem o mesmo significado
que:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083139
Inglês
Texto associado
Texto III
Warnock (2009) stated that the first reason to
teach writing online is that the environment can be
purely textual. Students are in a rich, guided learning
environment in which they express themselves to a
varied audience with their written words. The
electronic communication tools allow students to write
to the teacher and to each other in ways that will open
up teaching and learning opportunities for everyone
involved. Besides, writing teachers have a unique
opportunity because writing-centered online courses
allow instructors and students to interact in ways
beyond content delivery. They allow students to build a community through electronic means. For students
whose options are limited, these electronic
communities can build the social and professional
connections that constitute some of education's real
value (Warnock, 2009).
Moreover, Melor (2007) pointed out that social
interaction technologies have great benefits for
lifelong education environments. The social
interaction can help enhancing the skills such as the
ability to search, to evaluate, to interact meaningfully
with tools, and so on. Education activities can usually
take place in the classroom which teacher and
students will face to face, but now, it can be carried out
through the social network technologies including
discussion and assessment. According to Kamarul
Kabilan, Norlida Ahmad and Zainol Abidin (2010),
using Facebook affects learner motivation and
strengthens students' social networking practices.
What is more, according to Munoz and Towner (2009),
Facebook also increases the level of web-based
interaction among both teacher-student and student-student. Facebook assists the teachers to connect
with their students outside of the classroom and
discuss about the assignments, classroom events
and useful links.
Hence, social networking services like Facebook
can be chosen as the platform to teach ESL writing.
Social networking services can contribute to
strengthen relationships among teachers as well as
between teachers and students. Besides, they can be
used for teachers and students to share the ideas, to
find the solutions and to hold an online forum when
necessary. Using social networking services have
more options than when using communication tools
which only have single function, such as instant
messaging or e-mail. The people can share interests,
post, upload variety kinds of media to social
networking services so that their friends could find
useful information (Wikipedia, 2010).
(Adapted from: YUNUS, M. D.; SALEHI, H.; CHENZI, C. English
Language Teaching; Vol. 5, No. 8; 2012.)
Das opções a seguir, aquela que se configura
como o melhor título para o Texto III é:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083138
Inglês
Texto associado
Texto II
(Adapted from: https://www.glasbergen.com/ngg_tag/funnycartoons-about-reading/. Accessed Oct 19 2019.)
Na sentença "If it's not a TV show, why do they
call it a summer reading program?", pode-se afirmar
que o termo "it" constrói, com a expressão “summer
reading program”, uma relação de coesão:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083137
Inglês
Texto associado
Texto II
(Adapted from: https://www.glasbergen.com/ngg_tag/funnycartoons-about-reading/. Accessed Oct 19 2019.)
No Texto II, o efeito de humor é construído a
partir:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083136
Inglês
Texto associado
Texto I
GRAMMAR INSTRUCTION
As a result of the communicative revolution in
language teaching, it has become increasingly clear
that grammar is a tool or resource to be used in the
comprehension and creation of oral and written
discourse rather than something to be learned as an
end in itself. When learned as a decontextualized
sentence-level system, grammar is not very useful to
learners as they listen, read, speak, and write in their
second or foreign language. Indeed, as Canale and
Swain (1980) have posited, communicative
competence consists of four components, only one of
which – Item 3 below – involves grammar:
1. Sociolinguistic competence (i.e., appropriacy): The
speaker/ writer knows how to express the message in
terms of the person being addressed and the overall
circumstances and purpose of the communication.
2. Discourse competence: The selection, sequence,
and arrangement of words and structures are clear
and effective means of expressing the
speaker/writer's intended message.
3. Linguistic competence (i.e., accuracy): The forms,
inflections, and sequences used to express the
message are grammatically correct.
4. Strategic competence: The speaker/writer has
effective and unobtrusive strategies to compensate
for any weaknesses s/he has in the above three
areas.
Certainly, in many person-to-person
communications, sociolinguistic appropriacy and
discourse competence are more important than
grammatical accuracy, provided that the grammar
used is not inaccurate to the point of
miscommunicating the intended message;
communication is the overriding concern. However,
there are situations where a reasonable degree of
accuracy is also critical, and this is our current focus.
In order for ESL/EFL teachers to consistently
present grammar as serving some higher-order
objective, Celce-Murcia and Hilles (1988) suggest
that grammar should never be taught as an end in
itself but always with reference to meaning, social
factors, or discourse – or a combination of these
factors. Larsen-Freeman's (1991) position is similar:
She sees form, meaning, and function as three
interacting dimensions of language; the classroom
teacher must decide in which dimension the students are experiencing the greatest learning challenge at
any given moment and respond with appropriate
instruction.
(Adapted from: CELCE-MURCIA, M. Grammar Pedagogy in
Second and Foreign Language Teaching. TESOL Quarterly,
25(3), 459, 1991.)
No enunciado "The speaker/writer has effective
and unobtrusive strategies to compensate for any
weaknesses s/he has in the above three areas", o
termo em destaque pode ser compreendido como:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083135
Inglês
Texto associado
Texto I
GRAMMAR INSTRUCTION
As a result of the communicative revolution in
language teaching, it has become increasingly clear
that grammar is a tool or resource to be used in the
comprehension and creation of oral and written
discourse rather than something to be learned as an
end in itself. When learned as a decontextualized
sentence-level system, grammar is not very useful to
learners as they listen, read, speak, and write in their
second or foreign language. Indeed, as Canale and
Swain (1980) have posited, communicative
competence consists of four components, only one of
which – Item 3 below – involves grammar:
1. Sociolinguistic competence (i.e., appropriacy): The
speaker/ writer knows how to express the message in
terms of the person being addressed and the overall
circumstances and purpose of the communication.
2. Discourse competence: The selection, sequence,
and arrangement of words and structures are clear
and effective means of expressing the
speaker/writer's intended message.
3. Linguistic competence (i.e., accuracy): The forms,
inflections, and sequences used to express the
message are grammatically correct.
4. Strategic competence: The speaker/writer has
effective and unobtrusive strategies to compensate
for any weaknesses s/he has in the above three
areas.
Certainly, in many person-to-person
communications, sociolinguistic appropriacy and
discourse competence are more important than
grammatical accuracy, provided that the grammar
used is not inaccurate to the point of
miscommunicating the intended message;
communication is the overriding concern. However,
there are situations where a reasonable degree of
accuracy is also critical, and this is our current focus.
In order for ESL/EFL teachers to consistently
present grammar as serving some higher-order
objective, Celce-Murcia and Hilles (1988) suggest
that grammar should never be taught as an end in
itself but always with reference to meaning, social
factors, or discourse – or a combination of these
factors. Larsen-Freeman's (1991) position is similar:
She sees form, meaning, and function as three
interacting dimensions of language; the classroom
teacher must decide in which dimension the students are experiencing the greatest learning challenge at
any given moment and respond with appropriate
instruction.
(Adapted from: CELCE-MURCIA, M. Grammar Pedagogy in
Second and Foreign Language Teaching. TESOL Quarterly,
25(3), 459, 1991.)
Das sentenças a seguir, a que melhor resume o
papel da gramática no ensino-aprendizagem de uma
língua, de acordo com o Texto I, é:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083134
Inglês
Texto associado
Texto I
GRAMMAR INSTRUCTION
As a result of the communicative revolution in
language teaching, it has become increasingly clear
that grammar is a tool or resource to be used in the
comprehension and creation of oral and written
discourse rather than something to be learned as an
end in itself. When learned as a decontextualized
sentence-level system, grammar is not very useful to
learners as they listen, read, speak, and write in their
second or foreign language. Indeed, as Canale and
Swain (1980) have posited, communicative
competence consists of four components, only one of
which – Item 3 below – involves grammar:
1. Sociolinguistic competence (i.e., appropriacy): The
speaker/ writer knows how to express the message in
terms of the person being addressed and the overall
circumstances and purpose of the communication.
2. Discourse competence: The selection, sequence,
and arrangement of words and structures are clear
and effective means of expressing the
speaker/writer's intended message.
3. Linguistic competence (i.e., accuracy): The forms,
inflections, and sequences used to express the
message are grammatically correct.
4. Strategic competence: The speaker/writer has
effective and unobtrusive strategies to compensate
for any weaknesses s/he has in the above three
areas.
Certainly, in many person-to-person
communications, sociolinguistic appropriacy and
discourse competence are more important than
grammatical accuracy, provided that the grammar
used is not inaccurate to the point of
miscommunicating the intended message;
communication is the overriding concern. However,
there are situations where a reasonable degree of
accuracy is also critical, and this is our current focus.
In order for ESL/EFL teachers to consistently
present grammar as serving some higher-order
objective, Celce-Murcia and Hilles (1988) suggest
that grammar should never be taught as an end in
itself but always with reference to meaning, social
factors, or discourse – or a combination of these
factors. Larsen-Freeman's (1991) position is similar:
She sees form, meaning, and function as three
interacting dimensions of language; the classroom
teacher must decide in which dimension the students are experiencing the greatest learning challenge at
any given moment and respond with appropriate
instruction.
(Adapted from: CELCE-MURCIA, M. Grammar Pedagogy in
Second and Foreign Language Teaching. TESOL Quarterly,
25(3), 459, 1991.)
O principal objetivo do Texto I é:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083133
Educação Artística
No Brasil, o início do século XIX é marcado pela
vinda da família real portuguesa. Oito anos depois,
trazida por Dom João VI, chega a Missão Artística
Francesa com seus artistas e organiza a Escola Real
das Ciências, Artes e Ofícios. Um dos artistas mais
importantes da Missão documentou o cotidiano do
povo brasileiro em sua obra Viagem pitoresca e
histórica ao Brasil. O nome desse artista é:
Ano: 2019
Banca:
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Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083132
Artes Visuais
“A técnica não existe para ser experimentada
apenas, mas para que sustente e dê corpo às ideias
que se desvelam pelas linguagens das Artes Visuais,
Dança, Teatro, Música e outras tantas.”
Mirian Celeste Martins (In: Barbosa, Ana Mae (org.) Inquietações e mudanças no ensino da arte. São Paulo: Cortez, 2002)
Segundo a linha de pensamento da autora, as atividades artísticas devem priorizar:
Mirian Celeste Martins (In: Barbosa, Ana Mae (org.) Inquietações e mudanças no ensino da arte. São Paulo: Cortez, 2002)
Segundo a linha de pensamento da autora, as atividades artísticas devem priorizar:
Ano: 2019
Banca:
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Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083131
Educação Artística
Diferentes componentes curriculares articulam-se nas aulas de arte. Assim, os caminhos educativos
a serem percorridos, durante o curso, com os alunos
são denominados:
Ano: 2019
Banca:
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Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083130
Artes Plásticas
“Acor do meu batuque tem o toque
Tem o som da minha voz
Vermelho, vermelhaço, vermelhusco
Vermelhante, vermelhão.
.........................................................
Meu coração é vermelho De vermelho vive o coração.”
Vermelho/ Chico da Silva
Vermelho é um pigmento classificado como cor primária. Além do vermelho, também são cores primárias:
Meu coração é vermelho De vermelho vive o coração.”
Vermelho/ Chico da Silva
Vermelho é um pigmento classificado como cor primária. Além do vermelho, também são cores primárias:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083129
Educação Artística
“Convictos de que o ser humano ocupava um
lugar especial no Universo, eles não se submeteram
a imposições de reis ou sacerdotes. Para eles, o
conhecimento, expressado pela razão, estava acima
da crença em qualquer divindade.”
Graça Proença
O texto acima descreve uma produção cultural livre que caracteriza a arte:
Graça Proença
O texto acima descreve uma produção cultural livre que caracteriza a arte:
Ano: 2019
Banca:
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Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083128
Educação Artística
Os desenhos e pinturas da arte pré-histórica não
são apenas reproduções de animais selvagens reais.
Eles falam também da sensibilidade e da capacidade
de abstração do homem pré-histórico. Assim, no ato
criador, esse homem apropriava-se do mundo de
modo:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083127
Educação Artística
O professor de arte deve observar e
acompanhar como os alunos executam as atividades
artísticas e expressivas, durante todo o processo até
chegar ao resultado final. Essa atitude durante as
aulas é fundamental para:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte |
Q1083126
Educação Artística
Uma das mais ricas manifestações da cultura
popular mato-grossense transporta o Pantanal para a
longínqua Idade Média. Essa disputa azul e
vermelha, entre mouros e cristãos, denomina-se:
Ano: 2019
Banca:
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Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/Espanhol |
Q1083125
Espanhol
Texto associado
La admiración por la admiración
Javier Cercas
30 DIC 2017
https://elpais.com/elpais/2017/12/22/eps/1513970046_859485.html
"Píos deseos al empezar el año." (L.88) Lo
destacado, en el texto, significa:
Conheça nossos planos