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Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês - Pré-escolar |
Q3144969
Inglês
Understanding the structure and order of elements in a
sentence is crucial for clear communication, especially in
complex sentences. Word order affects meaning, clarity,
and emphasis, which is why it's important to recognize
how sentences are put together. Which of the following
sentences is correctly structured?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês - Pré-escolar |
Q3144968
Inglês
Observe the following clauses I and II:
I.If the research had looked into how students adapt to diverse learning environments,
II. It might have brought about insights to improve education policies.
Regarding these statements, select the correct option:
I.If the research had looked into how students adapt to diverse learning environments,
II. It might have brought about insights to improve education policies.
Regarding these statements, select the correct option:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês - Pré-escolar |
Q3144966
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English in
the non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mothertongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Based on the use of relative and reflexive pronouns in
the text, which of the following statements are true (T) or
false (F)?
(__)The text uses relative pronouns to add further information, such as "that" in phrases like "world powers that have their own well-developed standard languages."
(__)Reflexive pronouns are used in the text to emphasize actions performed by subjects upon themselves, such as "itself" and "themselves."
(__)The text frequently uses "that" to ask (or declare) to whom something belongs.
Choose the alternative that presents the correct order:
(__)The text uses relative pronouns to add further information, such as "that" in phrases like "world powers that have their own well-developed standard languages."
(__)Reflexive pronouns are used in the text to emphasize actions performed by subjects upon themselves, such as "itself" and "themselves."
(__)The text frequently uses "that" to ask (or declare) to whom something belongs.
Choose the alternative that presents the correct order:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144837
Pedagogia
How does the English curriculum in the BNCC compare
to the "Proposta Catarinense de Ensino" for "Ensino
Fundamental II" (6th to 9th grade)?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144836
Pedagogia
What contents are emphasized in the BNCC for teaching
English as a second language?
I.The BNCC emphasizes vocabulary development and conversational fluency at every grade level, with a particular focus on speaking and listening skills.
II.The BNCC emphasizes the integration of language skills: listening, speaking, reading, and writing are taught separately without focusing on their interconnection.
III.The BNCC focuses on the integration of cultural aspects, aiming to develop students' understanding of English-speaking cultures and global perspectives alongside language skills.
IV.The BNCC outlines specific goals for language proficiency by grade level, and each grade focuses on progressively increasing fluency in both written and spoken communication.
V.The BNCC shows the contents, abilities, and competencies of the English curriculum from 1st to 9th grade, but it refuses to include proficiency goals for English language learners in high school.
Select the alternative with the correct sequence:
I.The BNCC emphasizes vocabulary development and conversational fluency at every grade level, with a particular focus on speaking and listening skills.
II.The BNCC emphasizes the integration of language skills: listening, speaking, reading, and writing are taught separately without focusing on their interconnection.
III.The BNCC focuses on the integration of cultural aspects, aiming to develop students' understanding of English-speaking cultures and global perspectives alongside language skills.
IV.The BNCC outlines specific goals for language proficiency by grade level, and each grade focuses on progressively increasing fluency in both written and spoken communication.
V.The BNCC shows the contents, abilities, and competencies of the English curriculum from 1st to 9th grade, but it refuses to include proficiency goals for English language learners in high school.
Select the alternative with the correct sequence:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144835
Inglês
Read the following statements about coordinate and
subordinate clauses. Write T for true statements and F
for false ones:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144834
Pedagogia
The BNCC (Base Nacional Comum Curricular) is the
national curriculum framework in Brazil, outlining the
essential competencies, skills, and content to be taught
at each educational stage, ensuring a common
educational standard across the country.
How is the BNCC structured in terms of the English curriculum?
I.The BNCC provides a set of guidelines that define the contents, abilities, and competencies required for teaching English as a second language starting from 6th grade (Ensino Fundamental II).
II.The BNCC outlines the competencies and content for English language teaching from the 1st to the 9th grade, with a focus on language development, culture, and communication skills.
III.The BNCC includes general recommendations for foreign language teaching but does not specify any particular grade-level objectives or expectations.
IV.The BNCC strictly follows a grammar-translation approach and does not include communicative language teaching methods.
Select the alternative with the correct sequence:
How is the BNCC structured in terms of the English curriculum?
I.The BNCC provides a set of guidelines that define the contents, abilities, and competencies required for teaching English as a second language starting from 6th grade (Ensino Fundamental II).
II.The BNCC outlines the competencies and content for English language teaching from the 1st to the 9th grade, with a focus on language development, culture, and communication skills.
III.The BNCC includes general recommendations for foreign language teaching but does not specify any particular grade-level objectives or expectations.
IV.The BNCC strictly follows a grammar-translation approach and does not include communicative language teaching methods.
Select the alternative with the correct sequence:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144831
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Which of the following statements reflect the truth about
the use of comparative and superlative forms in the text?
I.The phrase "more significantly fostered" is an example of comparative form, with "more" indicating a comparative degree.
II.The text includes "the most respects" in the phrase "in most respects," where "most" serves as the superlative form, indicating the greatest extent among different respects.
III.However, the text does not include any examples of typical "-er" comparative forms or "-est" superlative forms; it relies on "more" and "most" as indicators of comparison.
Choose the correct alternative based on the statements:
I.The phrase "more significantly fostered" is an example of comparative form, with "more" indicating a comparative degree.
II.The text includes "the most respects" in the phrase "in most respects," where "most" serves as the superlative form, indicating the greatest extent among different respects.
III.However, the text does not include any examples of typical "-er" comparative forms or "-est" superlative forms; it relies on "more" and "most" as indicators of comparison.
Choose the correct alternative based on the statements:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144830
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Which statement about the use of prepositions in relation
to support or causation is accurate according to the text?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144828
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
According to the text, what is a key reason for the
continued global spread of English in
non-English-speaking countries?
Choose the correct alternative:
Choose the correct alternative:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144827
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Based on the text, which of the following statements are
correct?
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144823
Pedagogia
A avaliação no ambiente educacional é um processo
amplo e contínuo, que envolve diferentes atores e
modalidades de avaliação. Qual das alternativas a seguir
apresenta uma relação coerente entre uma modalidade
de avaliação e seu principal objetivo?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143842
História
Sobre as populações europeias entre os séculos XIV e
XV, considere as afirmativas a seguir e assinale V, para
as verdadeiras, e F, para as falsas:
(__)A tríade composta por fome, epidemias e guerras foi responsável tanto por mortes quanto pelas dificuldades econômicas enfrentadas pelas populações ao longo do século XIV.
(__)No século XIV, diferentes estados ou cidades-estados cobravam impostos. Todavia, havia profundas diferenças locais ou regionais em relação a essa cobrança, algumas cidades como Florença tinha nos impostos 15% da sua receita.
(__)No século XIV, as guerras marcaram o cotidiano das populações na Europa. Os exércitos reais, compostos principalmente por vassalos e nobres, desenvolveram-se, o que contribuiu para a busca por metais para a confecção de armamentos.
Assinale a alternativa que apresenta a sequência correta:
(__)A tríade composta por fome, epidemias e guerras foi responsável tanto por mortes quanto pelas dificuldades econômicas enfrentadas pelas populações ao longo do século XIV.
(__)No século XIV, diferentes estados ou cidades-estados cobravam impostos. Todavia, havia profundas diferenças locais ou regionais em relação a essa cobrança, algumas cidades como Florença tinha nos impostos 15% da sua receita.
(__)No século XIV, as guerras marcaram o cotidiano das populações na Europa. Os exércitos reais, compostos principalmente por vassalos e nobres, desenvolveram-se, o que contribuiu para a busca por metais para a confecção de armamentos.
Assinale a alternativa que apresenta a sequência correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143841
História
Em meados do século XIX, no Império brasileiro,
desenvolveram-se diversos movimentos abolicionistas,
os quais contribuíram para questionar a legitimidade da
escravidão. A respeito desses movimentos, considere as
afirmativas a seguir e assinale V, para as verdadeiras, e
F, para as falsas:
(__)A partir de 1860, muitos movimentos sociais abolicionistas tiveram a liderança de homens negros, os quais provinham de distintas origens e profissões.
(__)Os movimentos abolicionistas por vezes conectavam-se com grupos associativos de caráter trabalhistas, tornando-se intrínsecos à luta de muitos trabalhadores oitocentistas.
(__)Os movimentos abolicionistas fora protagonizados por homens brancos na imprensa, pois raramente os negros tinham acesso à alfabetização. Assim, não há registros de homens negros escrevendo para a imprensa oitocentista.
Assinale a alternativa que apresenta a sequência correta:
(__)A partir de 1860, muitos movimentos sociais abolicionistas tiveram a liderança de homens negros, os quais provinham de distintas origens e profissões.
(__)Os movimentos abolicionistas por vezes conectavam-se com grupos associativos de caráter trabalhistas, tornando-se intrínsecos à luta de muitos trabalhadores oitocentistas.
(__)Os movimentos abolicionistas fora protagonizados por homens brancos na imprensa, pois raramente os negros tinham acesso à alfabetização. Assim, não há registros de homens negros escrevendo para a imprensa oitocentista.
Assinale a alternativa que apresenta a sequência correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143840
História
"A descentralização de 1834 viabilizou o surgimento de
um novo tipo de revolta. O aumento do poder dos
governos provinciais fez deles objeto de luta entre as
facções locais. Por um período de dez anos,
reproduziu-se no Brasil, em ponto menor, o fenômeno
centrífugo que se verificara na colônia espanhola após a
prisão de Carlos IV e Fernando VII. Várias das revoltas
tinham características federalistas, três delas foram
separatistas. Outras assumiram caráter de guerras
populares."
(CARVALHO, J. M. A vida política. In: CARVALHO, J. M. (Coord.). História do Brasil Nação (1808-2010). v. 2. A construção nacional (1830-1889). Rio de Janeiro: Objetiva, 2012. p. 90.)
Sobre as revoltas do período imperial, é correto afirmar que:
(CARVALHO, J. M. A vida política. In: CARVALHO, J. M. (Coord.). História do Brasil Nação (1808-2010). v. 2. A construção nacional (1830-1889). Rio de Janeiro: Objetiva, 2012. p. 90.)
Sobre as revoltas do período imperial, é correto afirmar que:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143839
História
Segundo Robert Darton, o Iluminismo "foi um fenômeno
histórico concreto, que pode ser situado no tempo e
circunscrito no espaço: Paris na primeira metade do
século XVIII".
Sobre o Iluminismo em Paris, considere as afirmativas a seguir e assinale V, para as verdadeiras, e F, para as falsas:
(__)O iluminismo em Paris congregava diversas camadas da sociedade, com destaque para os trabalhadores, ou seja, englobava a parte da população interessada em ampliar seus direitos políticos, econômicos e sociais que culminaram com a Revolução Francesa (1789).
(__)Como os iluministas possuíam distinções, nunca conseguiram forjar uma identidade própria ou conceber um programa em torno de um compromisso comum.
(__)Entre as mudanças provocadas pelo iluminismo destaca-se a redefinição do universo do conhecimento para os leitores modernos, por meio principalmente da organização e publicação da Enciclopédia.
Assinale a alternativa que apresenta a sequência correta:
Sobre o Iluminismo em Paris, considere as afirmativas a seguir e assinale V, para as verdadeiras, e F, para as falsas:
(__)O iluminismo em Paris congregava diversas camadas da sociedade, com destaque para os trabalhadores, ou seja, englobava a parte da população interessada em ampliar seus direitos políticos, econômicos e sociais que culminaram com a Revolução Francesa (1789).
(__)Como os iluministas possuíam distinções, nunca conseguiram forjar uma identidade própria ou conceber um programa em torno de um compromisso comum.
(__)Entre as mudanças provocadas pelo iluminismo destaca-se a redefinição do universo do conhecimento para os leitores modernos, por meio principalmente da organização e publicação da Enciclopédia.
Assinale a alternativa que apresenta a sequência correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143838
História
"O golpe foi efetivamente dado (não apenas apoiado) por
civis e militares e, portanto, é possível chamá-lo de
civil-militar. Alguns passos subsequentes foram
marcando o caráter militar do novo regime,
principalmente a decisão do Comando Supremo da
Revolução de abortar, com o primeiro ato institucional, a
discussão que havia no Congresso Nacional sobre
conceder ou não aos vitoriosos poderes de cassação de
parlamentares e, depois, a prorrogação do mandato de
Castelo Branco até 15 de março de 1967 (decisão
tomada em julho de 1964)."
Sobre a ditadura civil-militar brasileira considere as afirmativas a seguir e assinale V, para as verdadeiras, e F, para as falsas:
(__)A ditadura manteve o sistema capitalista e o aprofundou, embora o Estado tivesse participação ativa na esfera econômica.
(__)Os apoiadores do golpe civil-militar visavam combater os comunistas, as organizações de esquerda e os movimentos sociais.
(__)Ao longo da ditadura civil-militar, a reforma agrária efetivou-se e, em algumas regiões de São Paulo e do Mato Grosso, propriedades foram distribuídas entre a população rural.
Assinale a alternativa que apresenta a sequência correta:
Sobre a ditadura civil-militar brasileira considere as afirmativas a seguir e assinale V, para as verdadeiras, e F, para as falsas:
(__)A ditadura manteve o sistema capitalista e o aprofundou, embora o Estado tivesse participação ativa na esfera econômica.
(__)Os apoiadores do golpe civil-militar visavam combater os comunistas, as organizações de esquerda e os movimentos sociais.
(__)Ao longo da ditadura civil-militar, a reforma agrária efetivou-se e, em algumas regiões de São Paulo e do Mato Grosso, propriedades foram distribuídas entre a população rural.
Assinale a alternativa que apresenta a sequência correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143837
História
Em 1922, a Semana de Arte Moderna foi um marco
importante para a esfera artística brasileira. Diversos
artistas participaram do evento, questionando o ambiente
artístico estabelecido até aquele momento. Sobre a
Semana de Arte Moderna, considere as afirmativas a
seguir e assinale V, para as verdadeiras, e F, para as
falsas:
(__)A Semana de Arte Moderna representou uma mudança na pintura brasileira, pois seus artistas, todos surrealistas, questionavam a política e a economia da época. Em suas obras, apresentavam as agruras da população e, especialmente, a falta de apoio do governo para a arte.
(__)A Semana de Arte Moderna ocorreu em Belo Horizonte e destacava o cotidiano brasileiro por meio das cores e dos traços de origem indígena. A mestiçagem cultural foi o foco das obras apresentadas pelos artistas do evento.
(__)Embora seja relevante para o contexto artístico nacional, a Semana de Arte Moderna foi criticada pelos seus contemporâneos. Alguns artistas e literários posicionaram-se contra o movimento.
Assinale a alternativa que apresenta a sequência correta:
(__)A Semana de Arte Moderna representou uma mudança na pintura brasileira, pois seus artistas, todos surrealistas, questionavam a política e a economia da época. Em suas obras, apresentavam as agruras da população e, especialmente, a falta de apoio do governo para a arte.
(__)A Semana de Arte Moderna ocorreu em Belo Horizonte e destacava o cotidiano brasileiro por meio das cores e dos traços de origem indígena. A mestiçagem cultural foi o foco das obras apresentadas pelos artistas do evento.
(__)Embora seja relevante para o contexto artístico nacional, a Semana de Arte Moderna foi criticada pelos seus contemporâneos. Alguns artistas e literários posicionaram-se contra o movimento.
Assinale a alternativa que apresenta a sequência correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143836
História
De acordo com Antoine Prost, "o que distingue a questão
do historiador, situando-a à parte da questão formulada
pelo sociólogo ou pelo etnólogo, é um aspecto que ainda
não abordamos: sua dimensão diacrônica" (PROST,
Antoine. Doze Lições sobre a história , 2017. p. 95).
Sobre a História e o conceito de tempo no mundo
globalizado atual é correto afirmar que:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de História |
Q3143835
História
Sobre as populações da Mesoamérica no período
anterior à invasão europeia, considere as afirmativas a
seguir e assinale V, para as verdadeiras, e F, para as
falsas:
(__)As populações da Mesoamérica congregavam-se harmoniosamente para formar um grande reino denominado Asteca, diferentes grupos assumiam a autoridade do responsável pela cidade principal.
(__)Os povos da Mesoamérica possuíam conhecimentos matemáticos avançados, inclusive conheciam o conceito do zero para o qual criaram uma representação.
(__)Na Mesoamérica, as populações, antes do século XV, tinham uma noção de tempo inscrita na temporalidade cíclica, contudo, não possuíam formas de marcação temporal definida.
(__)As populações da Mesoamérica congregavam-se harmoniosamente para formar um grande reino denominado Asteca, diferentes grupos assumiam a autoridade do responsável pela cidade principal.
(__)Os povos da Mesoamérica possuíam conhecimentos matemáticos avançados, inclusive conheciam o conceito do zero para o qual criaram uma representação.
(__)Na Mesoamérica, as populações, antes do século XV, tinham uma noção de tempo inscrita na temporalidade cíclica, contudo, não possuíam formas de marcação temporal definida.
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