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INSTRUCTIONS: Read the following text and answer question.
It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.
The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
Source: RICHARDS, J.C.; RODGERS, T. S. Approaches
and Methods in Language Teaching. Cambridge: Cambridge
University Press, 1999 (1st edition 1986). pp. 1-2.
INSTRUCTIONS: Read the following text and answer question.
It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.
The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
Source: RICHARDS, J.C.; RODGERS, T. S. Approaches
and Methods in Language Teaching. Cambridge: Cambridge
University Press, 1999 (1st edition 1986). pp. 1-2.
INSTRUCTIONS: Read the following text and answer question.
It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.
The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
Source: RICHARDS, J.C.; RODGERS, T. S. Approaches
and Methods in Language Teaching. Cambridge: Cambridge
University Press, 1999 (1st edition 1986). pp. 1-2.
Analyze the following sentence from the text:
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function.
The word “occasional” could be replaced without change of meaning by
INSTRUCTIONS: Read the following text and answer question.
It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.
The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
Source: RICHARDS, J.C.; RODGERS, T. S. Approaches
and Methods in Language Teaching. Cambridge: Cambridge
University Press, 1999 (1st edition 1986). pp. 1-2.
Analyze what has been stated in the text about the role Latin played in the history of foreign language learning. Then consider the following statements and choose the correct alternative.
I) Latin lost status as a living language because it was considered a very difficult subject in school.
II) At some point in the past, Latin was the dominant language of education, commerce, religion, and government in the Western world.
III) Latin maintained its position as a language of spoken and written communication throughout the 16th century.
INSTRUCTIONS: Read the following text and answer question.
It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.
The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
Source: RICHARDS, J.C.; RODGERS, T. S. Approaches
and Methods in Language Teaching. Cambridge: Cambridge
University Press, 1999 (1st edition 1986). pp. 1-2.
INSTRUCTIONS: Read the following text and answer question.
It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.
The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
Source: RICHARDS, J.C.; RODGERS, T. S. Approaches
and Methods in Language Teaching. Cambridge: Cambridge
University Press, 1999 (1st edition 1986). pp. 1-2.
As avaliações externas dos alunos do Exame Nacional do Ensino Médio (ENEM) e do Programa Internacional para Avaliação de Estudantes (PISA), entre outras, contribuem para elevar a qualidade do ensino brasileiro na educação básica e superior.
Nesse contexto, os resultados das referidas avaliações contribuem para:
I. apontar a necessidade de caminhos pedagógicos diferenciados e atualizados.
II. melhorar a infraestrutura das instituições escolares.
III. ajudar o educando a entender a si mesmo e a refletir sobre sua própria aprendizagem.
IV. reformular o desempenho no exercício da docência com prioridade as metodologias adequadas.
Estão corretas as contribuições:
A Proposta Pedagógica da Escola nasce do movimento de “ação-reflexão-ação” que nunca está pronto ou acabado e é construída e vivenciada em todos os momentos por todos os envolvidos no processo educativo da escola.
Nesse contexto, os princípios básicos que fundamentam essas reflexões e ações envolvem:
I. clareza sobre a finalidade da escola, perfis dos alunos e conhecimento do contexto escolar.
II. atividades cognitivas culturais de lazer e de convívio social.
III. organização e concretização de conteúdos curriculares e procedimentos didáticos e inovadores.
IV. avaliação e recuperação dos alunos ao longo do percurso escolar.
Estão corretos os princípios:
A Lei Nº 11.494, de 20 de junho de 2007, que se refere ao FUNDEB, dispõe sobre a distribuição de recursos dos fundos, de natureza contábil, levando em conta etapas, modalidades e tipos de estabelecimento.
Nesse contexto e segundo a Lei Nº 11.494, são etapas, modalidades e tipos de estabelecimento, EXCETO:
Analise as afirmativas a seguir sobre as definições dos componentes curriculares para a educação infantil e assinale com V as verdadeiras e com F as falsas.
( ) A prática da educação infantil reconhece a identidade dos alunos, de sua família e de seus professores.
( ) As crianças aprendem a ser e a conviver consigo mesmas e com os demais no decorrer do processo da aprendizagem.
( ) As atividades permitem interação com diversas áreas do conhecimento e com aspectos da vida cidadã.
( ) A prática da educação e os cuidados com a criança possibilitam integração entre os aspectos físicos, emocionais, afetivos e sociais.
Assinale a sequência CORRETA.
As escolas deverão estabelecer como norteadores de suas ações pedagógicas princípios e valores necessários ao exercício da cidadania. Numere a COLUNA II de acordo com a COLUNA I, relacionando os princípios e valores indicados às suas dimensões.
COLUNA I
1. Estética da sensibilidade
2. Política da igualdade
3. Principio da contextualização
4. Principio da interdisciplinaridade
COLUNA II
( ) Concretização de conteúdos mais próximos e familiares do aluno.
( ) As disciplinas dialogam umas com as outras.
( ) Substituição da repetição pela compreensão e pela criatividade.
( ) Acesso aos bens sociais e culturais sem discriminações.
Assinale a sequência CORRETA.
Os princípios constitucionais vigentes reforçam a necessidade de acesso e melhoria da educação nos seus diferentes níveis, em um contexto marcado por profundas mudanças e demandas da sociedade brasileira.
Nesse contexto, analise os princípios a seguir e assinale com V os verdadeiros e com F os falsos.
( ) O princípio da autonomia assegura ampla liberdade na construção da Proposta Pedagógica.
( ) O princípio da universalização define o direito de todo cidadão à educação.
( ) O princípio da equidade requer igual oportunidade de estudos, trabalho, cultura e lazer a todo cidadão brasileiro.
( ) O princípio da qualidade indica a reprovação do aluno em substituição à progressão parcial.
Assinale a sequência CORRETA.
As normas vigentes dispõem que a educação de qualidade é aquela que forma o cidadão para o exercício da cidadania. Considerando essa afirmativa, analise os itens a seguir e assinale com V os verdadeiros e com F os falsos.
( ) A educação é a arte de ensinar e aprender.
( ) A educação permite o desenvolvimento de competências, habilidades e valores.
( ) A educação permite o conhecimento para a sobrevivência.
( ) A educação permite uma leitura abrangente, habilidade de interpretação, compreensão e convivência.
Assinale a sequência CORRETA.
Para Goffman, “os gregos, que tinham bastante conhecimento de recursos visuais, criaram o termo estigma para se referirem a sinais corporais com os quais se procurava evidenciar alguma coisa de extraordinário ou mau sobre o status moral de quem os apresentava”. (GOFFMAN, 1988, p. 11). Baseando-se na definição dada pelos gregos sobre estigma, analise as afirmativas a seguir.
I. A marca no corpo é uma forma de categorizar a pessoa pelo o que ela fez e enquadrá-la em estereótipos, devido aos atributos apresentados nas relações sociais, o que Goffman chamou de “identidade social” ou “status social”.
II. O indivíduo estigmatizado pode tentar corrigir a sua condição de estigmatizado. Ele pode romper com aquilo que é chamado de realidade e tentar obstinadamente empregar uma interpretação não convencional do caráter de sua identidade social, mas não usará o seu estigma como desculpa ou justificativa para o seu fracasso.
III. As pessoas são previamente avaliadas e, ao serem consideradas estranhas, podem surgir evidências de que têm atributos que as tornam diferentes das outras, a ponto de serem consideradas espécies menos desejáveis, cujas características podem ser denominadas como defeitos, fraquezas ou desvantagens.
IV. O estigma é, na realidade, um tipo especial de relação entre atributo e estereótipo, levando em consideração que importantes atributos levam ao descrédito.
Estão corretas as afirmativas:
Para a construção de uma política de reintegração de ex-presidiários, é necessário que sejam considerados aspectos relacionados às partes envolvidas nesse processo: os que serão reintegrados, sua família e a sociedade, principalmente levando em consideração a importância do trabalho para a vida em liberdade. Considerando esse contexto, analise as afirmativas a seguir.
I. A política de reintegração deve ser precedida de uma política consistente de educação, trabalho, formação e capacitação profissional e geração de empregos no sistema penitenciário.
II. As condições de trabalho dos técnicos que atuam no sistema penitenciário, como os assistentes sociais e os psicólogos, devem ser valorizadas para que possam privilegiar as demandas sociais e psicológicas apresentadas pelos detentos a quem se destina a política de reintegração.
III. É dispensável que o sistema penitenciário possua programas que incluam a participação das famílias dos presos e internos, assim como a existência de conselhos de comunidade, pois, nem a família nem os conselhos comunitários são capazes de mitigar o distanciamento entre a sociedade e o cárcere.
IV. Para que a política de reintegração tenha maior chance de ser bem-sucedida, devem ser construídos critérios claros e procedimentos padronizados para que os indivíduos que estavam privados da liberdade, aos quais deve ser assegurada a condição de sujeitos de direito, possam integrar os programas de ressocialização.
Estão corretas as afirmativas:
Estudos sobre os egressos do sistema prisional tratam da realidade vivenciada por eles no mercado de trabalho. Mostram os processos presentes na dinâmica de inclusão social.
Nesse contexto e considerando reinserção do expresidiário no mercado de trabalho, é incorreto afirmar:
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