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Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor da Educação Básica I - Anos Iniciais |
Q3826616
Pedagogia
De acordo com pensamento democrático
contemporâneo a escola tem função social
importante em nossa sociedade. A partir da
compreensão sobre esta função, analise as
afirmativas a seguir.
I. Ela deve preparar o estudante para competir de forma eficiente no mercado de trabalho, assegurando produtividade e desempenho técnico.
II. Também deve transmitir os conteúdos científicos de forma neutra, sem provocar debates críticos e políticos no ambiente escolar.
III. A escola deve favorecer a leitura crítica do mundo, criando as condições sociais e pedagógicas para estimular a conscientização dos sujeitos.
IV. O ambiente escolar deve ser um espaço de participação ativa dos sujeitos nas decisões da escola, preparando-os para atuarem na transformação social.
Após análise, é correto o que se afirma em:
I. Ela deve preparar o estudante para competir de forma eficiente no mercado de trabalho, assegurando produtividade e desempenho técnico.
II. Também deve transmitir os conteúdos científicos de forma neutra, sem provocar debates críticos e políticos no ambiente escolar.
III. A escola deve favorecer a leitura crítica do mundo, criando as condições sociais e pedagógicas para estimular a conscientização dos sujeitos.
IV. O ambiente escolar deve ser um espaço de participação ativa dos sujeitos nas decisões da escola, preparando-os para atuarem na transformação social.
Após análise, é correto o que se afirma em:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor da Educação Básica I - Anos Iniciais |
Q3826615
Pedagogia
As Diretrizes Curriculares Nacionais para a
Educação Básica (Resolução nº 4, de 13 de julho
de 2010) apresentam os princípios para este nível
da educação brasileira. O princípio em que se
deve garantir o desenvolvimento intelectual, físico,
emocional, social, cultural e ético é:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor da Educação Básica I - Anos Iniciais |
Q3826614
Pedagogia
A alfabetização e o letramento são ações que
devem ocorrer de forma articulada. Porém, os dois
processos são distintos. Assim, o letramento:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor da Educação Básica I - Anos Iniciais |
Q3826613
Pedagogia
A Lei nº 9.394/1996 (LDBEN) é uma referência
para a educação brasileira em seus diversos
níveis. Considerando esta lei assinale a alternativa
em que está corretamente descrita a organização
da educação básica.
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor da Educação Básica I - Anos Iniciais |
Q3826612
Pedagogia
A Constituição Federal (1988) em seu Art. 210
apresenta diversas diretrizes para o ensino
fundamental em todo o território nacional.
Considerando essas diretrizes analise as
afirmativas abaixo.
I. Uma das diretrizes garante que o ensino religioso deve ser de oferta obrigatória, mas de caráter facultativo.
II. Os estabelecimentos de ensino podem definir livremente seus conteúdos mínimos, sem uniformização nacional.
III. A nossa Carta Magna prevê que o ensino da língua materna para as comunidades indígenas é proibido, devendo-se priorizar o português.
IV. A fixação dos conteúdos mínimos deve ser feita pela União para assegurar uma formação básica comum.
Após análise, é correto o que se afirma em:
I. Uma das diretrizes garante que o ensino religioso deve ser de oferta obrigatória, mas de caráter facultativo.
II. Os estabelecimentos de ensino podem definir livremente seus conteúdos mínimos, sem uniformização nacional.
III. A nossa Carta Magna prevê que o ensino da língua materna para as comunidades indígenas é proibido, devendo-se priorizar o português.
IV. A fixação dos conteúdos mínimos deve ser feita pela União para assegurar uma formação básica comum.
Após análise, é correto o que se afirma em:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826611
Inglês
In which sentence is the pronoun reference
ambiguous?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826610
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
The connector “On the contrary” in the third
paragraph establishes with the previous paragraph
a relation of:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826609
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
In the sentence “the failure of the methodology
in this context would soon become evident”, the
word evident most nearly means:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826608
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
What was the main rationale for prioritizing
reading skills in regular Brazilian schools during
the 1980s and 1990s?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826607
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
According to the text, why did the audiolingual
method initially gain prestige in Brazil?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826606
Inglês
Choose the sentence in which the verb tense
is correctly used:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826605
Inglês
Choose the sentence in which the highlighted
word is formed through derivation by suffixation:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826604
Inglês
Texto associado
“In an unstable context in social and political fields,
the Brazilian government published the Base
Nacional Comum Curricular (BNCC) in 2018,
aiming at giving normative directions to basic
education. Addressing English teaching, BNCC
contains parts related to critical reflection in its
introduction, five organizational axis, specific
competences, and particular skills for each year.
These excerpts produce fertile field to
appreciations before the consolidation of a
curricular system that respects each schools’
specificities. Therefore, BNCC’s critical component
is analyzed aiming to denaturalize supremacy and
subalternity discourses (MENEZES DE SOUZA,
2011), from critical literacies theories (MONTE
MÓR, 2017; 2018; MENEZES DE SOUZA,
GUILHERME, 2019), aiming at interpreting how
BNCC’s perceptions are presented in the process
of critical awareness (FREIRE, 2001) in English
teaching/learning. In this context, this research is
qualitative, exploratory, and interpretativist,
configuring a reading towards BNCC’s critical
reflection in a social engaged perspective,
projecting education as an agent to social
transformation. It is perceived an advance towards
critical notions of the subject and language, though
the document still reflects globalization and social
interactions perspectives that need reflection to
demystify notions historically built by a social
minority who still possesses privileges.”
(Adapted from:
http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984-
64442023000100233&lng=en&nrm=iso)
The verb “denaturalize” in the text most nearly
means:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826603
Inglês
Texto associado
“In an unstable context in social and political fields,
the Brazilian government published the Base
Nacional Comum Curricular (BNCC) in 2018,
aiming at giving normative directions to basic
education. Addressing English teaching, BNCC
contains parts related to critical reflection in its
introduction, five organizational axis, specific
competences, and particular skills for each year.
These excerpts produce fertile field to
appreciations before the consolidation of a
curricular system that respects each schools’
specificities. Therefore, BNCC’s critical component
is analyzed aiming to denaturalize supremacy and
subalternity discourses (MENEZES DE SOUZA,
2011), from critical literacies theories (MONTE
MÓR, 2017; 2018; MENEZES DE SOUZA,
GUILHERME, 2019), aiming at interpreting how
BNCC’s perceptions are presented in the process
of critical awareness (FREIRE, 2001) in English
teaching/learning. In this context, this research is
qualitative, exploratory, and interpretativist,
configuring a reading towards BNCC’s critical
reflection in a social engaged perspective,
projecting education as an agent to social
transformation. It is perceived an advance towards
critical notions of the subject and language, though
the document still reflects globalization and social
interactions perspectives that need reflection to
demystify notions historically built by a social
minority who still possesses privileges.”
(Adapted from:
http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984-
64442023000100233&lng=en&nrm=iso)
In the sentence “These excerpts produce fertile
field to appreciations,” the expression fertile field is
closest in meaning to:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826602
Inglês
Texto associado
“In an unstable context in social and political fields,
the Brazilian government published the Base
Nacional Comum Curricular (BNCC) in 2018,
aiming at giving normative directions to basic
education. Addressing English teaching, BNCC
contains parts related to critical reflection in its
introduction, five organizational axis, specific
competences, and particular skills for each year.
These excerpts produce fertile field to
appreciations before the consolidation of a
curricular system that respects each schools’
specificities. Therefore, BNCC’s critical component
is analyzed aiming to denaturalize supremacy and
subalternity discourses (MENEZES DE SOUZA,
2011), from critical literacies theories (MONTE
MÓR, 2017; 2018; MENEZES DE SOUZA,
GUILHERME, 2019), aiming at interpreting how
BNCC’s perceptions are presented in the process
of critical awareness (FREIRE, 2001) in English
teaching/learning. In this context, this research is
qualitative, exploratory, and interpretativist,
configuring a reading towards BNCC’s critical
reflection in a social engaged perspective,
projecting education as an agent to social
transformation. It is perceived an advance towards
critical notions of the subject and language, though
the document still reflects globalization and social
interactions perspectives that need reflection to
demystify notions historically built by a social
minority who still possesses privileges.”
(Adapted from:
http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984-
64442023000100233&lng=en&nrm=iso)
According to the text, what is the primary
objective of BNCC’s publication regarding basic
education?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826601
Saúde Pública
Julgue as afirmativas sobre os dados em
vigilância epidemiológica:
I. O uso de dados confiáveis e atualizados é essencial para a tomada de decisões em saúde pública.
II. Isso se deve ao fato de que a qualidade dos dados (completude, precisão e atualidade) influencia diretamente a capacidade de detectar padrões, tendências e riscos de doenças.
Dessa forma, entende-se que a alternativa correta é:
I. O uso de dados confiáveis e atualizados é essencial para a tomada de decisões em saúde pública.
II. Isso se deve ao fato de que a qualidade dos dados (completude, precisão e atualidade) influencia diretamente a capacidade de detectar padrões, tendências e riscos de doenças.
Dessa forma, entende-se que a alternativa correta é:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826600
Engenharia Ambiental e Sanitária
Analise as afirmações a seguir sobre poluição
do solo e seus impactos à saúde humana:
I. O descarte inadequado de resíduos industriais e agrotóxicos no solo pode contaminar lençóis freáticos, ocasionando a presença de metais pesados e nitratos na água consumida pela população, com risco de doenças crônicas.
II. A contaminação do solo por metais pesados e nitratos só representa risco à saúde humana quando a água contaminada é consumida diretamente, não afetando alimentos cultivados na região.
De acordo com a análise, assinale a alternativa correta:
I. O descarte inadequado de resíduos industriais e agrotóxicos no solo pode contaminar lençóis freáticos, ocasionando a presença de metais pesados e nitratos na água consumida pela população, com risco de doenças crônicas.
II. A contaminação do solo por metais pesados e nitratos só representa risco à saúde humana quando a água contaminada é consumida diretamente, não afetando alimentos cultivados na região.
De acordo com a análise, assinale a alternativa correta:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826599
Direito Sanitário
Sobre a abrangência da Vigilância Sanitária, é
correto afirmar que ela:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826598
Direito Sanitário
Nos termos da Legislação Sanitária Federal
(Lei nº 6.437/1977), constitui infração sanitária o
funcionamento de estabelecimentos que
fabriquem ou manipulem alimentos,
medicamentos, saneantes ou outros produtos de
interesse à saúde pública sem o devido
licenciamento sanitário. Nessa situação, a
autoridade sanitária poderá aplicar, entre outras, a
seguinte penalidade:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Agente Sanitário |
Q3826597
Engenharia Hidráulica
O sistema de esgotamento sanitário unitário
caracteriza-se principalmente por:
Conheça nossos planos