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Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II (Língua Estrangeira Moderna - Inglês) |
Q4227844
Inglês
Texto associado
Leia o texto para responder à questão.
Through practice and experience in an increasingly
wide range of communicative contexts and events, learners
gradually expand their communicative competence, consisting
of grammatical competence, discourse competence,
sociocultural competence and strategic competence. All these
components are interrelated. An increase in one component
interacts with other components to produce a corresponding
increase in overall communicative competence.
Grammatical competence refers to sentence-level
grammatical form, the ability to recognize the lexical,
morphological, syntactic and phonological feature of a
language and to make use of these features to interpret
and form words and whole sentences. One demonstrates
grammatical competence not by stating a rule but by using a
rule in the interpretation, expression or negotiation of meaning.
Discourse competence is concerned not with isolated
words or phrases but with the interconnectedness of a series
of utterances, written words and/or phrases to build a text,
a meaningful whole. Two familiar concepts to talk about
discourse competence are text coherence and cohesion. Text
coherence is the relation of all sentences or utterances in a text
to a single global proposition. Local connections or structural
links between individual sentences provide cohesion.
Sociocultural competence extends well beyond linguistic
forms and is an interdisciplinary field of inquiry having to do with
the social rules of language use.
Sociocultural competence
requires an understanding of the social context where
language is used: the roles of the participants, the information
they share, and the function of the interation. And although we
are far from an adequate description of sociocultural rules of
appropriateness, we use them to communicate successfully in
many different contexts of situation. Sociocultural competence
also includes a willingness to suspend judgement and take
into consideration the possibility of cultural differences in
convention and use. Thus the importance of the term cultural
flexibility or cultural awareness.
The ‘’ideal native speaker,’’ someone who knows a
language perfectly and uses it appropriately in all social
interactions, exists in theory only. None of us knows all there is
to know of English in its many manifestations, both around the
world and in our own backyards. Communicative competence
is always relative. The coping strategies we use in unfamiliar
contexts, with constraints due to imperfect knowledge of
rules or limiting factors in their application such as fatigue or
distraction, are represented as strategic competence. With
practice and experience, we gain in grammatical, discourse,
and socio-cultural competence. The relative importance of
strategic competence thus decreases. However, the effective
use of coping strategies is important for communicative
competence in all contexts and distinguishes highly competent
communicators from those who are less so.
(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
In the fourth paragraph, the discourse markers “although”
and “thus” indicate, respectively,
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II (Língua Estrangeira Moderna - Inglês) |
Q4227843
Inglês
Texto associado
Leia o texto para responder à questão.
Through practice and experience in an increasingly
wide range of communicative contexts and events, learners
gradually expand their communicative competence, consisting
of grammatical competence, discourse competence,
sociocultural competence and strategic competence. All these
components are interrelated. An increase in one component
interacts with other components to produce a corresponding
increase in overall communicative competence.
Grammatical competence refers to sentence-level
grammatical form, the ability to recognize the lexical,
morphological, syntactic and phonological feature of a
language and to make use of these features to interpret
and form words and whole sentences. One demonstrates
grammatical competence not by stating a rule but by using a
rule in the interpretation, expression or negotiation of meaning.
Discourse competence is concerned not with isolated
words or phrases but with the interconnectedness of a series
of utterances, written words and/or phrases to build a text,
a meaningful whole. Two familiar concepts to talk about
discourse competence are text coherence and cohesion. Text
coherence is the relation of all sentences or utterances in a text
to a single global proposition. Local connections or structural
links between individual sentences provide cohesion.
Sociocultural competence extends well beyond linguistic
forms and is an interdisciplinary field of inquiry having to do with
the social rules of language use.
Sociocultural competence
requires an understanding of the social context where
language is used: the roles of the participants, the information
they share, and the function of the interation. And although we
are far from an adequate description of sociocultural rules of
appropriateness, we use them to communicate successfully in
many different contexts of situation. Sociocultural competence
also includes a willingness to suspend judgement and take
into consideration the possibility of cultural differences in
convention and use. Thus the importance of the term cultural
flexibility or cultural awareness.
The ‘’ideal native speaker,’’ someone who knows a
language perfectly and uses it appropriately in all social
interactions, exists in theory only. None of us knows all there is
to know of English in its many manifestations, both around the
world and in our own backyards. Communicative competence
is always relative. The coping strategies we use in unfamiliar
contexts, with constraints due to imperfect knowledge of
rules or limiting factors in their application such as fatigue or
distraction, are represented as strategic competence. With
practice and experience, we gain in grammatical, discourse,
and socio-cultural competence. The relative importance of
strategic competence thus decreases. However, the effective
use of coping strategies is important for communicative
competence in all contexts and distinguishes highly competent
communicators from those who are less so.
(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
In the first sentence from the third paragraph “Discourse
competence is concerned not with isolated words or
phrases but with the interconnectedness of a series of
utterances, written words and/or phrases to build a text,
a meaningful whole.”, the underlined word functions as
a cohesive device, and the expression “to build” can be
replaced, with no change in meaning, by
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II (Língua Estrangeira Moderna - Inglês) |
Q4227842
Inglês
Texto associado
Leia o texto para responder à questão.
Through practice and experience in an increasingly
wide range of communicative contexts and events, learners
gradually expand their communicative competence, consisting
of grammatical competence, discourse competence,
sociocultural competence and strategic competence. All these
components are interrelated. An increase in one component
interacts with other components to produce a corresponding
increase in overall communicative competence.
Grammatical competence refers to sentence-level
grammatical form, the ability to recognize the lexical,
morphological, syntactic and phonological feature of a
language and to make use of these features to interpret
and form words and whole sentences. One demonstrates
grammatical competence not by stating a rule but by using a
rule in the interpretation, expression or negotiation of meaning.
Discourse competence is concerned not with isolated
words or phrases but with the interconnectedness of a series
of utterances, written words and/or phrases to build a text,
a meaningful whole. Two familiar concepts to talk about
discourse competence are text coherence and cohesion. Text
coherence is the relation of all sentences or utterances in a text
to a single global proposition. Local connections or structural
links between individual sentences provide cohesion.
Sociocultural competence extends well beyond linguistic
forms and is an interdisciplinary field of inquiry having to do with
the social rules of language use.
Sociocultural competence
requires an understanding of the social context where
language is used: the roles of the participants, the information
they share, and the function of the interation. And although we
are far from an adequate description of sociocultural rules of
appropriateness, we use them to communicate successfully in
many different contexts of situation. Sociocultural competence
also includes a willingness to suspend judgement and take
into consideration the possibility of cultural differences in
convention and use. Thus the importance of the term cultural
flexibility or cultural awareness.
The ‘’ideal native speaker,’’ someone who knows a
language perfectly and uses it appropriately in all social
interactions, exists in theory only. None of us knows all there is
to know of English in its many manifestations, both around the
world and in our own backyards. Communicative competence
is always relative. The coping strategies we use in unfamiliar
contexts, with constraints due to imperfect knowledge of
rules or limiting factors in their application such as fatigue or
distraction, are represented as strategic competence. With
practice and experience, we gain in grammatical, discourse,
and socio-cultural competence. The relative importance of
strategic competence thus decreases. However, the effective
use of coping strategies is important for communicative
competence in all contexts and distinguishes highly competent
communicators from those who are less so.
(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
A word with a silent gh, as in “through” (line 1), is also
found in alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II (Língua Estrangeira Moderna - Inglês) |
Q4227841
Linguística
Texto associado
Leia o texto para responder à questão.
Through practice and experience in an increasingly
wide range of communicative contexts and events, learners
gradually expand their communicative competence, consisting
of grammatical competence, discourse competence,
sociocultural competence and strategic competence. All these
components are interrelated. An increase in one component
interacts with other components to produce a corresponding
increase in overall communicative competence.
Grammatical competence refers to sentence-level
grammatical form, the ability to recognize the lexical,
morphological, syntactic and phonological feature of a
language and to make use of these features to interpret
and form words and whole sentences. One demonstrates
grammatical competence not by stating a rule but by using a
rule in the interpretation, expression or negotiation of meaning.
Discourse competence is concerned not with isolated
words or phrases but with the interconnectedness of a series
of utterances, written words and/or phrases to build a text,
a meaningful whole. Two familiar concepts to talk about
discourse competence are text coherence and cohesion. Text
coherence is the relation of all sentences or utterances in a text
to a single global proposition. Local connections or structural
links between individual sentences provide cohesion.
Sociocultural competence extends well beyond linguistic
forms and is an interdisciplinary field of inquiry having to do with
the social rules of language use.
Sociocultural competence
requires an understanding of the social context where
language is used: the roles of the participants, the information
they share, and the function of the interation. And although we
are far from an adequate description of sociocultural rules of
appropriateness, we use them to communicate successfully in
many different contexts of situation. Sociocultural competence
also includes a willingness to suspend judgement and take
into consideration the possibility of cultural differences in
convention and use. Thus the importance of the term cultural
flexibility or cultural awareness.
The ‘’ideal native speaker,’’ someone who knows a
language perfectly and uses it appropriately in all social
interactions, exists in theory only. None of us knows all there is
to know of English in its many manifestations, both around the
world and in our own backyards. Communicative competence
is always relative. The coping strategies we use in unfamiliar
contexts, with constraints due to imperfect knowledge of
rules or limiting factors in their application such as fatigue or
distraction, are represented as strategic competence. With
practice and experience, we gain in grammatical, discourse,
and socio-cultural competence. The relative importance of
strategic competence thus decreases. However, the effective
use of coping strategies is important for communicative
competence in all contexts and distinguishes highly competent
communicators from those who are less so.
(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
No trecho do quarto parágrafo “ Sociocultural competence
requires an understanding of the social context where
language is used”, the underlined word can be correctly
replaced by
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II (Língua Estrangeira Moderna - Inglês) |
Q4227840
Inglês
Texto associado
Leia o texto para responder à questão.
Through practice and experience in an increasingly
wide range of communicative contexts and events, learners
gradually expand their communicative competence, consisting
of grammatical competence, discourse competence,
sociocultural competence and strategic competence. All these
components are interrelated. An increase in one component
interacts with other components to produce a corresponding
increase in overall communicative competence.
Grammatical competence refers to sentence-level
grammatical form, the ability to recognize the lexical,
morphological, syntactic and phonological feature of a
language and to make use of these features to interpret
and form words and whole sentences. One demonstrates
grammatical competence not by stating a rule but by using a
rule in the interpretation, expression or negotiation of meaning.
Discourse competence is concerned not with isolated
words or phrases but with the interconnectedness of a series
of utterances, written words and/or phrases to build a text,
a meaningful whole. Two familiar concepts to talk about
discourse competence are text coherence and cohesion. Text
coherence is the relation of all sentences or utterances in a text
to a single global proposition. Local connections or structural
links between individual sentences provide cohesion.
Sociocultural competence extends well beyond linguistic
forms and is an interdisciplinary field of inquiry having to do with
the social rules of language use.
Sociocultural competence
requires an understanding of the social context where
language is used: the roles of the participants, the information
they share, and the function of the interation. And although we
are far from an adequate description of sociocultural rules of
appropriateness, we use them to communicate successfully in
many different contexts of situation. Sociocultural competence
also includes a willingness to suspend judgement and take
into consideration the possibility of cultural differences in
convention and use. Thus the importance of the term cultural
flexibility or cultural awareness.
The ‘’ideal native speaker,’’ someone who knows a
language perfectly and uses it appropriately in all social
interactions, exists in theory only. None of us knows all there is
to know of English in its many manifestations, both around the
world and in our own backyards. Communicative competence
is always relative. The coping strategies we use in unfamiliar
contexts, with constraints due to imperfect knowledge of
rules or limiting factors in their application such as fatigue or
distraction, are represented as strategic competence. With
practice and experience, we gain in grammatical, discourse,
and socio-cultural competence. The relative importance of
strategic competence thus decreases. However, the effective
use of coping strategies is important for communicative
competence in all contexts and distinguishes highly competent
communicators from those who are less so.
(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
At the lexical level, competence includes the recognition
and use of longer stretches of language such as the
underlined expression in “an interdisciplinary field of
inquiry having to do with the social rules of language
use”. The same meaning for the expression is found in
alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II (Língua Estrangeira Moderna - Inglês) |
Q4227839
Inglês
Texto associado
Leia o texto para responder à questão.
Through practice and experience in an increasingly
wide range of communicative contexts and events, learners
gradually expand their communicative competence, consisting
of grammatical competence, discourse competence,
sociocultural competence and strategic competence. All these
components are interrelated. An increase in one component
interacts with other components to produce a corresponding
increase in overall communicative competence.
Grammatical competence refers to sentence-level
grammatical form, the ability to recognize the lexical,
morphological, syntactic and phonological feature of a
language and to make use of these features to interpret
and form words and whole sentences. One demonstrates
grammatical competence not by stating a rule but by using a
rule in the interpretation, expression or negotiation of meaning.
Discourse competence is concerned not with isolated
words or phrases but with the interconnectedness of a series
of utterances, written words and/or phrases to build a text,
a meaningful whole. Two familiar concepts to talk about
discourse competence are text coherence and cohesion. Text
coherence is the relation of all sentences or utterances in a text
to a single global proposition. Local connections or structural
links between individual sentences provide cohesion.
Sociocultural competence extends well beyond linguistic
forms and is an interdisciplinary field of inquiry having to do with
the social rules of language use.
Sociocultural competence
requires an understanding of the social context where
language is used: the roles of the participants, the information
they share, and the function of the interation. And although we
are far from an adequate description of sociocultural rules of
appropriateness, we use them to communicate successfully in
many different contexts of situation. Sociocultural competence
also includes a willingness to suspend judgement and take
into consideration the possibility of cultural differences in
convention and use. Thus the importance of the term cultural
flexibility or cultural awareness.
The ‘’ideal native speaker,’’ someone who knows a
language perfectly and uses it appropriately in all social
interactions, exists in theory only. None of us knows all there is
to know of English in its many manifestations, both around the
world and in our own backyards. Communicative competence
is always relative. The coping strategies we use in unfamiliar
contexts, with constraints due to imperfect knowledge of
rules or limiting factors in their application such as fatigue or
distraction, are represented as strategic competence. With
practice and experience, we gain in grammatical, discourse,
and socio-cultural competence. The relative importance of
strategic competence thus decreases. However, the effective
use of coping strategies is important for communicative
competence in all contexts and distinguishes highly competent
communicators from those who are less so.
(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
According to the second paragraph, grammatical
competence helps interpretation of words. Thus in the
phrase “whole sentences” (paragraph 2), grammatical
structure helps identify the underlined word as an
adjective; in “a meaningful whole” (paragraph 3), the
underlined word is a noun. Sentence structure allows the
identification of the word “quiet” as a noun in alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II (Língua Estrangeira Moderna - Inglês) |
Q4227838
Inglês
Texto associado
Leia o texto para responder à questão.
Through practice and experience in an increasingly
wide range of communicative contexts and events, learners
gradually expand their communicative competence, consisting
of grammatical competence, discourse competence,
sociocultural competence and strategic competence. All these
components are interrelated. An increase in one component
interacts with other components to produce a corresponding
increase in overall communicative competence.
Grammatical competence refers to sentence-level
grammatical form, the ability to recognize the lexical,
morphological, syntactic and phonological feature of a
language and to make use of these features to interpret
and form words and whole sentences. One demonstrates
grammatical competence not by stating a rule but by using a
rule in the interpretation, expression or negotiation of meaning.
Discourse competence is concerned not with isolated
words or phrases but with the interconnectedness of a series
of utterances, written words and/or phrases to build a text,
a meaningful whole. Two familiar concepts to talk about
discourse competence are text coherence and cohesion. Text
coherence is the relation of all sentences or utterances in a text
to a single global proposition. Local connections or structural
links between individual sentences provide cohesion.
Sociocultural competence extends well beyond linguistic
forms and is an interdisciplinary field of inquiry having to do with
the social rules of language use.
Sociocultural competence
requires an understanding of the social context where
language is used: the roles of the participants, the information
they share, and the function of the interation. And although we
are far from an adequate description of sociocultural rules of
appropriateness, we use them to communicate successfully in
many different contexts of situation. Sociocultural competence
also includes a willingness to suspend judgement and take
into consideration the possibility of cultural differences in
convention and use. Thus the importance of the term cultural
flexibility or cultural awareness.
The ‘’ideal native speaker,’’ someone who knows a
language perfectly and uses it appropriately in all social
interactions, exists in theory only. None of us knows all there is
to know of English in its many manifestations, both around the
world and in our own backyards. Communicative competence
is always relative. The coping strategies we use in unfamiliar
contexts, with constraints due to imperfect knowledge of
rules or limiting factors in their application such as fatigue or
distraction, are represented as strategic competence. With
practice and experience, we gain in grammatical, discourse,
and socio-cultural competence. The relative importance of
strategic competence thus decreases. However, the effective
use of coping strategies is important for communicative
competence in all contexts and distinguishes highly competent
communicators from those who are less so.
(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
A course grounded on the idea that simply teaching
students to use a language rule is not enough, and
dedicates a considerable amount of time and effort to
stating the rule, would be following
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227797
Geografia
Em uma das unidades temáticas definidas no BNCC – Geografia, Ensino Fundamental – anos finais (8o ano), o objetivo de conhecimento está focado na distribuição da população mundial e nos deslocamentos populacionais, bem como na diversidade e dinâmica da população mundial e local.
(BNCC. Base Nacional Comum Curricular: Geografia,2017.
Disponível em: http://basenacionalcomum.mec.gov.br/
pesquisar?q=Geografia)
A unidade temática em destaque é:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227796
Geologia
Em função de suas gêneses e características minerais de
texturas, as rochas se classificam em três grandes grupos. As rochas magmáticas ou ígneas resultam da solidificação do magma e por isso são consideradas rochas
primárias. As rochas ígneas intrusivas têm como ambiente de formação o interior da litosfera e correspondem as
intrusões de massas magmáticas, que penetram através
de fraturas e falhas, mas não chegam a atingir a superfície externa da Terra, consolidando no interior dela.
(Geografia do Brasil,1995)
São exemplos de rochas ígneas as que constam na alternativa:
(Geografia do Brasil,1995)
São exemplos de rochas ígneas as que constam na alternativa:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227795
Geografia
O componente Geografia da BNCC foi dividido em unidades temáticas comuns ao longo do Ensino Fundamental,
em uma progressão das habilidades. Uma das unidades
é “Conexões e escalas”.
(BNCC. Base Nacional Comum Curricular: Geografia, 2017. Disponível em: http://basenacionalcomum.mec.gov.br/ pesquisar?q=Geografia)
A habilidade relacionada a unidade mencionada no excerto é:
(BNCC. Base Nacional Comum Curricular: Geografia, 2017. Disponível em: http://basenacionalcomum.mec.gov.br/ pesquisar?q=Geografia)
A habilidade relacionada a unidade mencionada no excerto é:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227794
Geografia
O ciclo hidrológico tem uma aplicação prática no estudo
de recursos hídricos que visa avaliar e monitorar a quantidade de água disponível na superfície terrestre.
A unidade geográfica recomendada para esse estudo é:
(Decifrando a Terra, 2000)
A unidade geográfica recomendada para esse estudo é:
(Decifrando a Terra, 2000)
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227793
Geografia
Produto muito cultivado ao longo do Corredor central norte-sul, aparecendo em manchas descontínuas no oeste paulista, no Triângulo Mineiro e sudoeste de Minas Gerais, e no norte do Paraná. São destaques na produção os estados de Minas Gerais, Espirito Santo, São Paulo, Rondônia, Bahia e Paraná, conforme tabela a seguir.
(Ecogeografia do Brasil, 2006)
Tabela: Produção agrícola
e principais produtores – IBGE (2003)
(ROSS, J. L. S. Ecogeografia do Brasil. São Paulo:
Oficina de Textos, 2006, p. 138
Trata-se da produção agrícola de:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227792
Meio Ambiente
É um instrumento político e técnico de planejamento, cuja finalidade consiste em otimizar o uso do espaço e as políticas públicas. Do ponto de vista técnico, ele organiza informações sobre o território, necessárias para planejar a ocupação racional e o uso sustentável dos recursos naturais. Do ponto de vista político, ele serve para aumentar a eficácia das decisões políticas e da intervenção pública na gestão do território, bem como para criar canais de negociação entre as várias esferas de governo e sociedade civil.
(Ecogeografia do Brasil, 2006)
O texto refere-se ao instrumento:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227791
Geografia
Nas baixas latitudes, na altura do equador, na atmosfera ocorre o encontro dos ventos alísios e sua oscilação para norte ou para o sul é importante para definir as estações de seca e de chuva nas suas áreas de influência. Os alísios são ventos de grande escala que se manifestam principalmente sobre os oceanos e têm sua origem nos anticiclones subtropicais.
(Geografia do Brasil, 1995)
Essa faixa de encontro dos Alísios de Nordeste com os de Sudeste denominamos de:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227790
Geografia
A figura a seguir apresenta o sentido da circulação atmosférica durante um ciclone e um anticiclone.
(Geografia do Brasil, 1995)
(ROSS, J. L. S. (org.). Geografia do Brasil. São Paulo: Edusp, 1995. p. 94)
A partir dos seus conhecimentos sobre a temática, é possível afirmar que:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227789
Geografia
A mineração e o garimpo são atividades que exercem forte interferência no ambiente natural e contribuem para sua deterioração.
(Geografia do Brasil, 1995)
Sobre as atividades da mineração é correto afirmar:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227788
Geografia
Em Geografia, as características descritas a seguir referem-se a uma definição: um crescimento que expande
a cidade, prolongando-a para fora de seu perímetro, e
absorve aglomerados rurais e outras cidades; a existência de um centro histórico onde se concentram atividades de serviços e a partir do qual surgem subcentros; a
dicotomia entre a existência da cidade enquanto espaço
edificado e a estrutura político administrativa; e por fim,
fluxos de circulação de veículos com dois picos de maior
intensidade, normalmente no período da manhã e no final
da tarde.
(Geografia do Brasil, 1995)
Essas características são específicas de:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227787
Pedagogia
Uma das inovações feitas nos Parâmetros Curriculares
Nacionais, na época de seu lançamento, foi a inclusão de
temas que deveriam perpassar por todas as disciplinas
do currículo mediante diferentes práticas pedagógicas.
Essa proposta teve como base a reforma curricular da
Espanha, já que o governo brasileiro, na época, a adotou
como modelo.
(Para ensinar e aprender Geografia,2007)
O texto refere-se ao conceito de:
(Para ensinar e aprender Geografia,2007)
O texto refere-se ao conceito de:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227786
Meio Ambiente
Em 1992, realizou-se no Rio de Janeiro a Conferência das Nações Unidas sobre o Meio Ambiente e Desenvolvimento, ocasião em que o problema ambiental ocupou importante espaço nos meios de comunicação de todo o globo.
(Decifrando a Terra, 2000)
Como resultado dessa Conferência podemos citar:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de Peruíbe - SP
Prova:
VUNESP - 2023 - Prefeitura de Peruíbe - SP - Professor de Educação Básica II - Geografia |
Q4227785
Geografia
Nas áreas costeiras, os aquíferos normalmente descarregam suas águas no mar e existe um equilíbrio dinâmico entre as águas salgadas que saturam as rochas ou sedimentos sob o mar. Quando este equilíbrio se rompe, por meio do bombeamento de poços, por exemplo, há uma degradação desse aquífero.
(Decifrando a Terra, 2000)
A esse processo denomina-se:
Conheça nossos planos