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Ano: 2025
Banca:
VUNESP
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VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331737
Inglês
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Sounds (phonemes) are represented by phonetic
symbols, for example /bi:t/ for ‘beat’. In English, however, there
is no one-to-one correspondence between written letters and
spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently
from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have
the ‘-ou-’ spelling, but it is pronounced differently in each case.
Different spellings can have the same sound too: ‘plane’ and
‘gain’ both have the same vowel sound, but they are spelt
differently.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Dental fricatives are consonants with the characteristic
that air escapes through a narrow passage between
the tongue and the teeth. There is a distinction in
pronunciation between unvoiced fricatives as in “think”,
and voiced fricatives, as in “that”. The initial th is an
unvoiced fricative in
Ano: 2025
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Q3331736
Inglês
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Sounds (phonemes) are represented by phonetic
symbols, for example /bi:t/ for ‘beat’. In English, however, there
is no one-to-one correspondence between written letters and
spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently
from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have
the ‘-ou-’ spelling, but it is pronounced differently in each case.
Different spellings can have the same sound too: ‘plane’ and
‘gain’ both have the same vowel sound, but they are spelt
differently.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
O aprendiz brasileiro tende a ter dificuldade na discriminação entre os sons vogais /ɪ/ e /i:/ em palavras da Língua Inglesa. Assinale a alternativa em que as letras em
negrito são pronunciadas como /ɪ/ e /i:/, respectivamente.
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Q3331735
Inglês
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Leia o texto a seguir e responda à questão:
Sounds (phonemes) are represented by phonetic
symbols, for example /bi:t/ for ‘beat’. In English, however, there
is no one-to-one correspondence between written letters and
spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently
from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have
the ‘-ou-’ spelling, but it is pronounced differently in each case.
Different spellings can have the same sound too: ‘plane’ and
‘gain’ both have the same vowel sound, but they are spelt
differently.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Phonetic transcription contains a lot of information about
the exact quality of the sounds. The phonetic symbol for
the final consonant sound in “teach” and “speech” is /tʃ/.
The same /tʃ/ sound is found in
Ano: 2025
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Q3331734
Inglês
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Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs
The aim of this research was to examine three important
components of foreign language pronunciation instruction
and the connections between them: amount, actual practices,
and teachers’ beliefs. The data consisted of 45 video-recorded
lessons in French-as-a-foreign-language in six secondary
schools in Norway and semistructured interviews conducted
with the same teachers whose instruction was previously
video-recorded. The video-recorded lessons were analysed
for amount and actual practices of pronunciation instruction
and the interviews were analysed for teachers’ background
in and beliefs about phonetics and pronunciation pedagogy.
Results indicated that: (1) on average, pronunciation
instruction accounted for a very small part of the teaching
time (less than 2%); (2) despite the emphasis on segmentals
and suprasegmentals in pronunciation teaching literature,
explicit teaching of segmental and suprasegmental features
of speech was rare in the recorded material; (3) there is a
need for more training in and knowledge of phonetics and
pronunciation pedagogy. These findings might be used
to address concerns regarding the role of pronunciation
instruction in foreign language teaching and to define factors
that may account for the difficulty of making pronunciation
instruction an integral part of language teaching.
(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
In the fragment from the last sentence “These findings
might be used to address concerns regarding the role
of pronunciation instruction in foreign language teaching”,
the modal verb in bold introduces
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Q3331733
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs
The aim of this research was to examine three important
components of foreign language pronunciation instruction
and the connections between them: amount, actual practices,
and teachers’ beliefs. The data consisted of 45 video-recorded
lessons in French-as-a-foreign-language in six secondary
schools in Norway and semistructured interviews conducted
with the same teachers whose instruction was previously
video-recorded. The video-recorded lessons were analysed
for amount and actual practices of pronunciation instruction
and the interviews were analysed for teachers’ background
in and beliefs about phonetics and pronunciation pedagogy.
Results indicated that: (1) on average, pronunciation
instruction accounted for a very small part of the teaching
time (less than 2%); (2) despite the emphasis on segmentals
and suprasegmentals in pronunciation teaching literature,
explicit teaching of segmental and suprasegmental features
of speech was rare in the recorded material; (3) there is a
need for more training in and knowledge of phonetics and
pronunciation pedagogy. These findings might be used
to address concerns regarding the role of pronunciation
instruction in foreign language teaching and to define factors
that may account for the difficulty of making pronunciation
instruction an integral part of language teaching.
(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
From the words in bold in the following text, choose the one which functions as a verb in the context.
The aim of the research was to examine important components of foreign language pronunciation instruction. The data consisted of 45 video-recorded (1) lessons in French-as-a-foreign-language in selected (2) secondary schools in Norway and semistructured (3) interviews conducted with the same teachers whose instruction was previously video-recorded (4). Results indicate too little dedicated (5) time for pronunciation practice; and a need for more training in and knowledge of phonetics and pronunciation pedagogy.
The aim of the research was to examine important components of foreign language pronunciation instruction. The data consisted of 45 video-recorded (1) lessons in French-as-a-foreign-language in selected (2) secondary schools in Norway and semistructured (3) interviews conducted with the same teachers whose instruction was previously video-recorded (4). Results indicate too little dedicated (5) time for pronunciation practice; and a need for more training in and knowledge of phonetics and pronunciation pedagogy.
Ano: 2025
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Q3331732
Pedagogia
Texto associado
Leia o texto a seguir para responder à questão:
Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs
The aim of this research was to examine three important
components of foreign language pronunciation instruction
and the connections between them: amount, actual practices,
and teachers’ beliefs. The data consisted of 45 video-recorded
lessons in French-as-a-foreign-language in six secondary
schools in Norway and semistructured interviews conducted
with the same teachers whose instruction was previously
video-recorded. The video-recorded lessons were analysed
for amount and actual practices of pronunciation instruction
and the interviews were analysed for teachers’ background
in and beliefs about phonetics and pronunciation pedagogy.
Results indicated that: (1) on average, pronunciation
instruction accounted for a very small part of the teaching
time (less than 2%); (2) despite the emphasis on segmentals
and suprasegmentals in pronunciation teaching literature,
explicit teaching of segmental and suprasegmental features
of speech was rare in the recorded material; (3) there is a
need for more training in and knowledge of phonetics and
pronunciation pedagogy. These findings might be used
to address concerns regarding the role of pronunciation
instruction in foreign language teaching and to define factors
that may account for the difficulty of making pronunciation
instruction an integral part of language teaching.
(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
São exemplos de gêneros da esfera escolar:
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Q3331731
Pedagogia
Texto associado
Leia o texto a seguir para responder à questão:
Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs
The aim of this research was to examine three important
components of foreign language pronunciation instruction
and the connections between them: amount, actual practices,
and teachers’ beliefs. The data consisted of 45 video-recorded
lessons in French-as-a-foreign-language in six secondary
schools in Norway and semistructured interviews conducted
with the same teachers whose instruction was previously
video-recorded. The video-recorded lessons were analysed
for amount and actual practices of pronunciation instruction
and the interviews were analysed for teachers’ background
in and beliefs about phonetics and pronunciation pedagogy.
Results indicated that: (1) on average, pronunciation
instruction accounted for a very small part of the teaching
time (less than 2%); (2) despite the emphasis on segmentals
and suprasegmentals in pronunciation teaching literature,
explicit teaching of segmental and suprasegmental features
of speech was rare in the recorded material; (3) there is a
need for more training in and knowledge of phonetics and
pronunciation pedagogy. These findings might be used
to address concerns regarding the role of pronunciation
instruction in foreign language teaching and to define factors
that may account for the difficulty of making pronunciation
instruction an integral part of language teaching.
(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
O documento Currículo Paulista, da Secretaria de Educação do Estado de São Paulo, advoga fortemente a favor do trabalho sobre gêneros textuais, dentre os quais
os gêneros acadêmicos, como parte do currículo nas
disciplinas de Língua Portuguesa e Inglesa. Tal decisão
pedagógica se justifica considerando-se que
Ano: 2025
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Q3331730
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs
The aim of this research was to examine three important
components of foreign language pronunciation instruction
and the connections between them: amount, actual practices,
and teachers’ beliefs. The data consisted of 45 video-recorded
lessons in French-as-a-foreign-language in six secondary
schools in Norway and semistructured interviews conducted
with the same teachers whose instruction was previously
video-recorded. The video-recorded lessons were analysed
for amount and actual practices of pronunciation instruction
and the interviews were analysed for teachers’ background
in and beliefs about phonetics and pronunciation pedagogy.
Results indicated that: (1) on average, pronunciation
instruction accounted for a very small part of the teaching
time (less than 2%); (2) despite the emphasis on segmentals
and suprasegmentals in pronunciation teaching literature,
explicit teaching of segmental and suprasegmental features
of speech was rare in the recorded material; (3) there is a
need for more training in and knowledge of phonetics and
pronunciation pedagogy. These findings might be used
to address concerns regarding the role of pronunciation
instruction in foreign language teaching and to define factors
that may account for the difficulty of making pronunciation
instruction an integral part of language teaching.
(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
This academic text is
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Q3331729
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
In the text’s final sentence “It involves teachers in judging
their students’ responses to correction so that they can
act accordingly”, the conjunction so that introduces a
Ano: 2025
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Q3331728
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Subitem “5. A willingness to accept correction” focuses
on students’ errors and the role of teachers’ corrections.
Communicative language teaching states that errors
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Q3331727
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
No último parágrafo, ao descrever reações a correções
e feedback, o autor do texto afirma que bons aprendizes
“act upon what they are told”. No contexto, a expressão
em negrito pode ser substituída, sem alteração de
sentido, por
Ano: 2025
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Q3331726
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Reading a text “quickly, trying to get a general
understanding”, as mentioned in subitem 3, “A willingness
to think about how to learn”, describes the reading
strategy named
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Q3331725
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
In the subitem “2. A willingness to try new things”, the
good language learner is mainly described as a
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Q3331724
Pedagogia
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
The 5 items listed by Harmer about the good language
learner together point to the fact that good language
teachers
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Q3331723
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Leia a gravura a seguir:
(https://ewagele.wordpress.com)
In the context of the cartoon, the boy is
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Q3331722
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
The same function can be performed at different levels of formality, depending on the situation and
the intimacy between speakers. There is an adequate choice of grammar and vocabulary in the function ‘making a
recommendation’ in the situation illustrated in:
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Q3331721
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Language functions are an important component of foreign language courses which follow
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|
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Arte |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Biologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Física |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Física |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Ciências |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Espanhol |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Filosofia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Geografia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Italiano |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Intelectual) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Física) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Auditiva) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Língua Portuguesa |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Visual) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Matemática |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Sociologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Química |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Psicologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Francês |
Q3331720
Pedagogia
Em suas reflexões sobre feedback, Williams (2005) aborda situações em que a ausência ou o desequilíbrio na
oferta de feedback pode gerar problemas de comunicação ou de produtividade entre pessoas. Nesse cenário, o
autor considera que a conduta de pedir desculpas é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Provas:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês
|
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Arte |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Biologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Física |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Física |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Ciências |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Espanhol |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Filosofia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Geografia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Italiano |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Intelectual) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Física) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Auditiva) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Língua Portuguesa |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Visual) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Matemática |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Sociologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Química |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Psicologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Francês |
Q3331719
Pedagogia
Mantoan (2015) aborda o processo que “ocorre dentro
de uma estrutura educacional que oferece ao aluno a
oportunidade de transitar no sistema escolar – da classe regular ao ensino especial – em todos os seus tipos
de atendimento escolar especiais: classes especiais em
escolas comuns, ensino itinerante, salas de recursos,
classes hospitalares, ensino domiciliar e outros”. Para a
autora, essa descrição corresponde a uma concepção de
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Provas:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês
|
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Arte |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Biologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Física |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Física |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Ciências |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Espanhol |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Filosofia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Geografia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Italiano |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Intelectual) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Física) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Auditiva) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Língua Portuguesa |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Educação Especial (Deficiência Visual) |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Matemática |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Sociologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Química |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Psicologia |
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Francês |
Q3331718
Pedagogia
Assinale a alternativa que apresenta corretamente uma
técnica recomendada por Lemov (2023) para melhorar a
gestão da sala de aula.
Conheça nossos planos