Questões de Concurso
Para prefeitura de salvador - ba
Foram encontradas 2.425 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
Based on the information provided by Text I, mark the statements below as true (T) or false (F).
( ) EFL classrooms can widen students’ views of the world.
( ) Teachers should stimulate learners to accept historically constructed values without questioning them.
( ) A critical discursive perspective may help students to interpret reality in a contextualized way.
The statements are, respectively,
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
“Aborígine, aborígene
A palavra aborígine (ou aborígene) é com frequência empregada para designar autóctone de um país, nativo, indígena, principalmente em referência a populações originárias da Austrália. Sua origem está no latim aborigines (‘os autóctones ou primeiros habitantes do Lácio e da Itália, cujos reis lendários são Latino, Saturno e Fauno’).”
Palavras: Origens e Curiosidades, Roosevelt Nogueira de Hollanda, p. 42
As informações prestadas no texto acima se localizam no terreno linguístico da
“O conceito de direitos humanos está sendo transformado num palavrão”. (Boris Casoy)
Nessa frase, o vocábulo “palavrão”, formado com o sufixo -ão, perdeu o valor de aumentativo, passando a significar “palavra chula”.
A opção abaixo em que esse caso NÃO está representado por nenhum dos termos é:
Até o século XIX, as vilas ficavam em contato bastante direto com o campo ou com o mar, de tal modo que o homem podia satisfazer sus necessidades fisiológicas e psicológicas. Com a industrialização, elas se desenvolveram unicamente em função de imperativos econômicos ou políticos, ignorando os imperativos ecológicos naturais. As consequências dessa expansão desordenada nós a conhecemos: a poluição...
Nesse texto, o segundo termo sublinhado mostra uma retomada de um segmento anterior.
Assinale a opção que indica a afirmação correta sobre o exemplo
dado.
Na construção de um texto, a substituição de um elemento por outro na continuidade do texto pode ocorrer por meio de diferentes processos.
Assinale a opção que indica a frase em que os termos sublinhados NÃO exemplificam o processo indicado.
Indique a quantidade de frases, dentre as apresentadas abaixo, que se apoiam em intertextualidade, ou seja, no diálogo com outros textos.
I – “Dize-me com quem andas e te direi quem és na presença do meu advogado”. (Planeta Diário)
II – “No futebol brasileiro você não tem que matar um leão por dia. Tem que matar todos os leões da floresta por dia”. (Telê Santana)
III – “Para meio entendedor, uma palavra basta”. (Eduardo Suplicy)
IV – “Pode-se enganar todo mundo o tempo todo, se a campanha estiver certa e a verba for suficiente”. (Joseph E. Levine)
V – “A morte é o clube mais aberto do mundo”. (Otto Lara Resende)
Observe o segmento textual abaixo, que iniciava uma narrativa escolar: “Um carro entrou no estacionamento com os faróis apagados, os pneus furados e um cacho de bananas no teto”.
Uma das observações do emprego dos artigos definidos e indefinidos é que os primeiros indicam termos já enunciados no texto (conhecidos) e os segundos indicam termos presentes no texto pela primeira vez. Assim, é correto afirmar que
“- Esterco – respondeu Oscar, farejando aborrecimento: - Por quê? Não lhe cheira bem?”
A oração reduzida “farejando aborrecimento” pode ser adequadamente substituída por uma oração desenvolvida, na seguinte estrutura:
“Oscar tinha um sítio. Um dia Oscar resolveu levar na camioneta um pouco de esterco do sítio, que era no interior de Minas, para o jardim de sua casa na capital. Na barreira foi interpelado pelo guarda: - O que é que o senhor está levando aí nesse saco? - Esterco – respondeu Oscar, farejando aborrecimento: - Por quê? Não lhe cheira bem? - O senhor tem a guia? – o guarda perguntou, imperturbável. - Guia? - É preciso de uma guia, o senhor não sabia disso?” Fernando Sabino, A mulher do vizinho
Considerando-se que um texto narrativo supõe a sequência cronológica de ações ou acontecimentos, as formas verbais que documentam uma sequência temporal são
TEXTO 1
“Oscar tinha um sítio. Um dia Oscar resolveu levar na camioneta um pouco de esterco do sítio, que era no interior de Minas, para o jardim de sua casa na capital. Na barreira foi interpelado pelo guarda:
- O que é que o senhor está levando aí nesse saco?
- Esterco – respondeu Oscar, farejando aborrecimento: - Por quê? Não lhe cheira bem?
- O senhor tem a guia? – o guarda perguntou, imperturbável.
- Guia?
- É preciso de uma guia, o senhor não sabia disso?”
Fernando Sabino, A mulher do vizinho
No texto 1, a frase que mostra ambiguidade é
TEXTO 1
“Oscar tinha um sítio. Um dia Oscar resolveu levar na camioneta um pouco de esterco do sítio, que era no interior de Minas, para o jardim de sua casa na capital. Na barreira foi interpelado pelo guarda:
- O que é que o senhor está levando aí nesse saco?
- Esterco – respondeu Oscar, farejando aborrecimento: - Por quê? Não lhe cheira bem?
- O senhor tem a guia? – o guarda perguntou, imperturbável.
- Guia?
- É preciso de uma guia, o senhor não sabia disso?”
Fernando Sabino, A mulher do vizinho
Sobre o emprego de artigos nesse pequeno texto do início de uma crônica, a única afirmativa inadequada é:
Conheça nossos planos