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Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988634
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers.” (paragraph 3)
The discourse marker “despite” is strategically employed to:
The discourse marker “despite” is strategically employed to:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988633
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Teachers are uniquely positioned to help guide
students as they grapple with the existential and
social implications of AI alongside practical
concerns for their own and students’ futures.”
(paragraph 2)
In this context, the adjective “existential” most precisely suggests issues that are:
In this context, the adjective “existential” most precisely suggests issues that are:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988632
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Despite growing resources, the development of
AI technology continues to outpace
implementation support and essential training for
teachers. This widening gap between teacher
competencies and the demands of an AI-infused
classroom is unsustainable.” (paragraph 3)
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988631
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In the final paragraph, the author reinforces the
overall argument by emphasizing that:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988630
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 4 advances the argument that effective
AI integration in schools depends on:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988629
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 3 suggests that the central tension in
current AI implementation in education lies in:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988628
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
According to paragraph 2, the debate surrounding
AI in education extends beyond classroom
management and includes:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988627
Inglês
Texto associado
With the rapid advancement of generative
artificial intelligence (GenAI), teachers have been
thrust into a new and ever-shifting classroom
reality. The public, including many students, now
has widespread access to GenAI tools and large
language models (LLMs). Students sometimes use
these tools with schoolwork. School boards have
taken different approaches to regulating or
integrating tech in classrooms. Teachers,
meanwhile, find themselves responding to these
paradigm shifts while juggling student needs and
wider expectations AI raises.
There are many questions about the
purpose of education, including questions around
academic integrity and how education can uphold
fairness and equity. Questions include: How can
students successfully navigate the use of these
tools safely, effectively and ethically? How can
schools prepare students for the future as
organizations and institutions scramble to
determine how to respond to or integrate aspects of
AI? Will harnessing AI’s potential impact critical
thinking and other cognitive skills? Teachers are
uniquely positioned to help guide students as they
grapple with the existential and social implications
of AI alongside practical concerns for their own and
students’ futures. Teachers cannot face this
complex challenge alone — they need support and
to feel skilled and empowered to fulfil this important
role.
There’s a growing international consensus
echoed by calls to action that teachers are
essential players as learners develop AI literacy.
Despite growing resources, the development of AI
technology continues to outpace implementation
support and essential training for teachers. This
widening gap between teacher competencies and
the demands of an AI-infused classroom is
unsustainable. This is not merely about keeping
pace with technology; it’s about equipping teachers
to guide the next generation in a world transformed
by AI. By empowering teachers with skills and
confidence in AI use, they can continue to guide
students and shape students’ critical and
responsible engagement with this technology.
Teachers cannot do this alone.
Successfully integrating AI into education requires
a concerted and collaborative effort from all
stakeholders within the educational ecosystem.
Together, these partners can help establish clear,
strategic mandates for AI integration and dedicate
robust funding for essential tools and
comprehensive training and research to foster
innovative spaces where educators and
researchers can experiment and study practices.
Research is needed to assess the broader effects
of AI use, for example, on critical thinking and
cognitive offloading, to evaluate and understand
the impacts of this technology in education. Supports are needed to ensure that AI adoption is
not haphazard, but strategic and equitable across
all jurisdictions.
Implementation should also consider
teacher burnout and the existing responsibilities
that teachers carry. What can be removed, and
what robust supports can be provided so teachers
can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to
recognize that investing in teachers is one of the
most powerful ways we can invest in our students
and in a better future for all of us.
Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
The first paragraph frames teachers’ current
situation primarily as:
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988616
Português
Assinale a alternativa cuja sequência de vocábulos apresenta a seguinte ordem: ditongo crescente, hiato, ditongo decrescente.
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988615
Português
Quanto ao processo de formação de palavra, assinale a alternativa correta:
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988614
Português
Observe o fragmento, “Por que você
escondeu meu post sobre Kant? Os termos em
destaque são respectivamente classificados
como:
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988613
Português
Partindo da análise do texto, considere as afirmativas as seguir:
I. No discurso do terceiro balão o personagem faz uma reclamação por não ter música no post do outro personagem.
II. No discurso do terceiro balão o personagem justifica o motivo pelo qual escondeu o post, diante do questionamento expresso no segundo balão.
III. O autor do texto aponta a dança como elemento necessário para que um post tenha significativa recepção do público.
Após análise das afirmativas, conclui-se que está correto o que se fala em:
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988612
Português
Relacione as colunas e assinale a resposta
correta.
( 1 ) Oração coordenada sindética adversativa
( 2 ) Oração Subordinada adverbial proporcional
( 3 ) Oração coordenada assindética
( 4 ) Oração Subordinada substantiva subjetiva
( ) Hoje, fiquei feliz no parque, encontrei meu amigo de infância.
( ) O restaurante do meu amigo é muito bonito, porém a comida não é boa.
( ) À medida que o tempo passa, aprendemos o valor de uma aprovação.
( ) É necessário que estudemos para a prova.
( 1 ) Oração coordenada sindética adversativa
( 2 ) Oração Subordinada adverbial proporcional
( 3 ) Oração coordenada assindética
( 4 ) Oração Subordinada substantiva subjetiva
( ) Hoje, fiquei feliz no parque, encontrei meu amigo de infância.
( ) O restaurante do meu amigo é muito bonito, porém a comida não é boa.
( ) À medida que o tempo passa, aprendemos o valor de uma aprovação.
( ) É necessário que estudemos para a prova.
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988611
Português
Considerando a classificação dos vocábulos
segundo os conceitos de hipônimo, homônimo,
parônimo, hiperônimo, assinale a alternativa
correta em que todas as palavras são hipônimas.
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988610
Português
Analise o trecho em destaque e responda
classificando-o corretamente. ...“As curtidas, a
aprovação social, são estímulos de alta
variabilidade, de alta potência”.
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988609
Português
Texto associado
Bloquear redes sociais até os 16 anos protege
adolescentes? Entenda prós e contras
Medida adotada por países como Espanha e
Austrália divide opiniões; no Brasil, nova lei
responsabiliza plataformas.
A decisão de países como Austrália e Espanha de
proibir o uso de redes sociais por menores de 16
anos reacendeu um debate no mundo todo sobre
se bloquear o acesso é realmente eficaz para
proteger crianças e adolescentes dos riscos do
ambiente digital.
Enquanto os países optaram pelo banimento
direto de menores em alguns sites e plataformas,
o Brasil seguirá o caminho da regulamentação e
responsabilização dos sites. Neste mês, entra em
vigor o chamado ECA Digital, que não proíbe o uso
das redes por menores de 16 anos, mas impõe
regras mais rígidas às plataformas, como
verificação de idade e vinculação de contas aos
responsáveis.
Especialistas apontam que a discussão vai além
de simplesmente permitir ou proibir, e que as
plataformas devem estar melhor preparadas para
todo tipo de público. [...] Para a psicóloga Thais
Rejane, o debate precisa considerar as
características próprias da adolescência. “Penso
que quando a gente fala em adolescência, a gente
fala de um período em que o indivíduo tende a
responder mais intensamente a qualquer
reforçador imediato”, argumenta.
Ela explica que as redes sociais operam
justamente com estímulos altamente reforçadores.
“As curtidas, a aprovação social, são estímulos de
alta variabilidade, de alta potência”. Segundo a
especialista, a exposição constante pode afetar a
capacidade de autocontrole. “A gente sabe que
essa exposição a esse acesso pode dificultar o
autocontrole desse adolescente.”
Do ponto de vista das políticas públicas digitais,
Kelli Angelini Neves, assessora do NIC.br, destaca
que o principal benefício do banimento é reduzir o contato precoce com ambientes considerados de
alto risco.
Disponível em: https://www.terra.com.br/byte/internet/bloquear
redes-sociais-ate-os-16-anos-protege-adolescentes-entenda-pros-e
contras,3db60713591df70edaa120b213f1a141pgm1fby1.html?utm_
source=clipboard
Na frase: “Ela explica que as redes sociais
operam justamente com estímulos altamente
reforçadores” ... de acordo com texto, o termo em
destaque faz referência:
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988608
Português
Texto associado
Bloquear redes sociais até os 16 anos protege
adolescentes? Entenda prós e contras
Medida adotada por países como Espanha e
Austrália divide opiniões; no Brasil, nova lei
responsabiliza plataformas.
A decisão de países como Austrália e Espanha de
proibir o uso de redes sociais por menores de 16
anos reacendeu um debate no mundo todo sobre
se bloquear o acesso é realmente eficaz para
proteger crianças e adolescentes dos riscos do
ambiente digital.
Enquanto os países optaram pelo banimento
direto de menores em alguns sites e plataformas,
o Brasil seguirá o caminho da regulamentação e
responsabilização dos sites. Neste mês, entra em
vigor o chamado ECA Digital, que não proíbe o uso
das redes por menores de 16 anos, mas impõe
regras mais rígidas às plataformas, como
verificação de idade e vinculação de contas aos
responsáveis.
Especialistas apontam que a discussão vai além
de simplesmente permitir ou proibir, e que as
plataformas devem estar melhor preparadas para
todo tipo de público. [...] Para a psicóloga Thais
Rejane, o debate precisa considerar as
características próprias da adolescência. “Penso
que quando a gente fala em adolescência, a gente
fala de um período em que o indivíduo tende a
responder mais intensamente a qualquer
reforçador imediato”, argumenta.
Ela explica que as redes sociais operam
justamente com estímulos altamente reforçadores.
“As curtidas, a aprovação social, são estímulos de
alta variabilidade, de alta potência”. Segundo a
especialista, a exposição constante pode afetar a
capacidade de autocontrole. “A gente sabe que
essa exposição a esse acesso pode dificultar o
autocontrole desse adolescente.”
Do ponto de vista das políticas públicas digitais,
Kelli Angelini Neves, assessora do NIC.br, destaca
que o principal benefício do banimento é reduzir o contato precoce com ambientes considerados de
alto risco.
Disponível em: https://www.terra.com.br/byte/internet/bloquear
redes-sociais-ate-os-16-anos-protege-adolescentes-entenda-pros-e
contras,3db60713591df70edaa120b213f1a141pgm1fby1.html?utm_
source=clipboard
Assinale a alternativa correta, segundo a temática desenvolvida no texto.
Ano: 2026
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São Bento - PB
Prova:
Ápice Consultoria - 2026 - Prefeitura de São Bento - PB - Professor de Jovens e Adultos |
Q3988607
Português
Texto associado
Bloquear redes sociais até os 16 anos protege
adolescentes? Entenda prós e contras
Medida adotada por países como Espanha e
Austrália divide opiniões; no Brasil, nova lei
responsabiliza plataformas.
A decisão de países como Austrália e Espanha de
proibir o uso de redes sociais por menores de 16
anos reacendeu um debate no mundo todo sobre
se bloquear o acesso é realmente eficaz para
proteger crianças e adolescentes dos riscos do
ambiente digital.
Enquanto os países optaram pelo banimento
direto de menores em alguns sites e plataformas,
o Brasil seguirá o caminho da regulamentação e
responsabilização dos sites. Neste mês, entra em
vigor o chamado ECA Digital, que não proíbe o uso
das redes por menores de 16 anos, mas impõe
regras mais rígidas às plataformas, como
verificação de idade e vinculação de contas aos
responsáveis.
Especialistas apontam que a discussão vai além
de simplesmente permitir ou proibir, e que as
plataformas devem estar melhor preparadas para
todo tipo de público. [...] Para a psicóloga Thais
Rejane, o debate precisa considerar as
características próprias da adolescência. “Penso
que quando a gente fala em adolescência, a gente
fala de um período em que o indivíduo tende a
responder mais intensamente a qualquer
reforçador imediato”, argumenta.
Ela explica que as redes sociais operam
justamente com estímulos altamente reforçadores.
“As curtidas, a aprovação social, são estímulos de
alta variabilidade, de alta potência”. Segundo a
especialista, a exposição constante pode afetar a
capacidade de autocontrole. “A gente sabe que
essa exposição a esse acesso pode dificultar o
autocontrole desse adolescente.”
Do ponto de vista das políticas públicas digitais,
Kelli Angelini Neves, assessora do NIC.br, destaca
que o principal benefício do banimento é reduzir o contato precoce com ambientes considerados de
alto risco.
Disponível em: https://www.terra.com.br/byte/internet/bloquear
redes-sociais-ate-os-16-anos-protege-adolescentes-entenda-pros-e
contras,3db60713591df70edaa120b213f1a141pgm1fby1.html?utm_
source=clipboard
De acordo com texto assinale a alternativa correta.
Ano: 2026
Banca:
CPCON
Órgão:
Prefeitura de Nova Floresta - PB
Provas:
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Assistente Social
|
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Bioquímico/Biomédico |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Cirurgião Dentista |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Enfermeiro |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Farmacêutico |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Fonoaudiólogo |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Médico Plantonista da Unidade Básica de Saúde |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Médico PSF |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Nutricionista |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Psicólogo |
Q3988581
Português
Texto associado
Leia o Texto II e responda às questão.
Texto II
Fonte: http://www.willtirando.com.br/anesia-809/. Acesso em 28 dez. 2025.
Considere os verbos empregados na tirinha, organizada em quadros sequenciais, de Anésia e assinale a alternativa CORRETA quanto
ao tempo e ao modo verbal, bem como aos efeitos de sentido produzidos no enunciado.
Ano: 2026
Banca:
CPCON
Órgão:
Prefeitura de Nova Floresta - PB
Provas:
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Assistente Social
|
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Bioquímico/Biomédico |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Cirurgião Dentista |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Enfermeiro |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Farmacêutico |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Fonoaudiólogo |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Médico Plantonista da Unidade Básica de Saúde |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Médico PSF |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Nutricionista |
CPCON - 2026 - Prefeitura de Nova Floresta - PB - Psicólogo |
Q3988580
Português
Texto associado
Leia o Texto II e responda às questão.
Texto II
Fonte: http://www.willtirando.com.br/anesia-809/. Acesso em 28 dez. 2025.
Assinale a alternativa CORRETA acerca das relações morfológicas observadas na construção textual do Texto II.
Conheça nossos planos