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Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Cunha Porã - SC
Prova:
FEPESE - 2026 - Prefeitura de Cunha Porã - SC - Pedagogo Social - Edital nº 01 |
Q4348472
Pedagogia
A Pedagogia Social fundamenta a Educação Social e, no Brasil, orienta práticas educativas desenvolvidas em espaços não escolares, como serviços do SUAS, medidas socioeducativas e projetos de convivência.
Assinale a alternativa correta sobre seus princípios, objetivos e metodologias.
Q4348471
Pedagogia
A teaching methodology centered on active learning
encourages students to construct knowledge through
critical inquiry, collaboration, and real-world problemsolving, moving away from passive transmission of
grammar rules or vocabulary lists. Considering active
learning principles within English Language Teaching
(ELT), choose the alternative that illustrates an effective pedagogical practice based on Problem-Based
Learning.
Q4348469
Pedagogia
Read the following pedagogical scenario describing a
high school English language project.
A language teacher decided to implement ProjectBased Learning to explore environmental issues. Together, the teacher and the students formulated a compelling driving question: "How can our neighborhood reduce plastic waste?" For three weeks, students investigated local waste data, interviewed community members, and systematically reflected on their own learning through weekly journals. They received peer feedback and used it to refine their work throughout the project. In the end, the students compiled their findings into written reports, which were graded by the teacher and archived in the classroom cabinet.
An analysis of this scenario reveals that, despite the collective efforts, the project was structurally incomplete because it lacked one essential element of Gold Standard Project-Based Learning. Which core element of Project-Based Learning was missing from this practice?
A language teacher decided to implement ProjectBased Learning to explore environmental issues. Together, the teacher and the students formulated a compelling driving question: "How can our neighborhood reduce plastic waste?" For three weeks, students investigated local waste data, interviewed community members, and systematically reflected on their own learning through weekly journals. They received peer feedback and used it to refine their work throughout the project. In the end, the students compiled their findings into written reports, which were graded by the teacher and archived in the classroom cabinet.
An analysis of this scenario reveals that, despite the collective efforts, the project was structurally incomplete because it lacked one essential element of Gold Standard Project-Based Learning. Which core element of Project-Based Learning was missing from this practice?
Q4348466
Pedagogia
Read the statements about Project-Based Learning
(PBL) and mark T (True) or F (False).
( ) PBL organizes learning around meaningful questions or problems that engage students with the key concepts of a subject.
( ) In PBL, projects should follow a fixed plan from beginning to end, avoiding changes during the learning process.
( ) PBL culminates in the development of products or solutions that address the driving question or challenge.
( ) PBL encourages the use of technology, project management, and self-management skills throughout the learning process.
( ) In PBL, assessment focuses mainly on the final product, while the learning process plays a secondary role.
Choose the alternative that presents the correct sequence from top to bottom.
( ) PBL organizes learning around meaningful questions or problems that engage students with the key concepts of a subject.
( ) In PBL, projects should follow a fixed plan from beginning to end, avoiding changes during the learning process.
( ) PBL culminates in the development of products or solutions that address the driving question or challenge.
( ) PBL encourages the use of technology, project management, and self-management skills throughout the learning process.
( ) In PBL, assessment focuses mainly on the final product, while the learning process plays a secondary role.
Choose the alternative that presents the correct sequence from top to bottom.
Q4348465
Pedagogia
From a critical perspective on educational technology
and digital literacy in language education, Large
Language Models (LLMs) are often promoted under the
premise of "personalized learning." However, their
implementation within the classroom carries significant
socio-ideological and pedagogical implications that
redefine the role of the language teacher.
Considering the impact of Artificial Intelligence (AI) on language variation, textual standardization, and material curation, the language teacher must act as a
Considering the impact of Artificial Intelligence (AI) on language variation, textual standardization, and material curation, the language teacher must act as a
Q4348462
Pedagogia
The integration of digital technologies into contemporary
classrooms requires an educational model that goes
beyond technical skills. Within this scenario, Media
Literacy and the strategic use of DICTs (Digital
Information and Communication Technologies) aim to
empower students not only as functional users of
digital technologies, but as active, critical, and ethical
participants in the global information ecosystem.
Considering the learning objectives of media literacy and the pedagogical use of DICTs, it is correct to state that these practices should enable students to
Considering the learning objectives of media literacy and the pedagogical use of DICTs, it is correct to state that these practices should enable students to
Q4348461
Pedagogia
Schools have a social function in contributing to
citizenship education, meaning that ready-made
methodologies cannot address the complex reality of
basic education. Graham Crookes (2013) explains that
while there is no single recipe for teaching, specific
principles can help teachers develop strategies to
promote a critical, democratic, and emancipatory
perspective in the additional language classroom.
Associate the key concepts from Critical Pedagogy listed in the first column with their respective descriptions in the second column.
(1) Context
(2) Negotiated Curriculum
(3) Dialogue
(4) Students’ Reality
( ) The educational practice of bringing elements of the learners’ daily lives and lived experiences into the classroom, ensuring that they find personal meaning and can establish active connections with what they are learning.
( ) The pedagogical understanding of who the learners are, including the specific social backgrounds and environments they are embedded in both inside and outside school, which is fundamental for planning and developing lessons.
( ) The practice of knowledge construction in which speaking and listening are exercised by both teachers and students to understand different perspectives, expand their worldviews, and foster critical reflection through non-hierarchical relations.
( ) The process through which educational content is not established in advance or in isolation from the class, but is instead co-constructed, discussed, and balanced in collaboration with the learners during the educational journey.
Choose the alternative that presents the correct sequence from top to bottom.
Associate the key concepts from Critical Pedagogy listed in the first column with their respective descriptions in the second column.
(1) Context
(2) Negotiated Curriculum
(3) Dialogue
(4) Students’ Reality
( ) The educational practice of bringing elements of the learners’ daily lives and lived experiences into the classroom, ensuring that they find personal meaning and can establish active connections with what they are learning.
( ) The pedagogical understanding of who the learners are, including the specific social backgrounds and environments they are embedded in both inside and outside school, which is fundamental for planning and developing lessons.
( ) The practice of knowledge construction in which speaking and listening are exercised by both teachers and students to understand different perspectives, expand their worldviews, and foster critical reflection through non-hierarchical relations.
( ) The process through which educational content is not established in advance or in isolation from the class, but is instead co-constructed, discussed, and balanced in collaboration with the learners during the educational journey.
Choose the alternative that presents the correct sequence from top to bottom.
Q4348460
Pedagogia
From a sociocultural perspective (Vygotsky, 1978),
human cognition is a dynamic phenomenon that
originates in social activity and is deeply situated in
physical and social contexts. Within this framework,
learning an additional language is not viewed as the
simple internalization of grammatical rules transmitted
from the outside into the learner’s mind. Instead, it is
conceived as an interpsychological phenomenon before
it can become intrapsychological. In other words,
intersubjectivity must necessarily precede intrasubjectivity
in the language learning process.
Considering this sociocultural approach to language acquisition, choose the alternative that correctly characterizes how students learn English in the classroom.
Considering this sociocultural approach to language acquisition, choose the alternative that correctly characterizes how students learn English in the classroom.
Q4348459
Pedagogia
Teaching a foreign language involves providing students with interpretative procedures for meaning-making and distinct world perceptions, regardless of their
level of proficiency. Within this framework, the
teacher acts as an intercultural mediator, encouraging
students to critically reflect on how cultures and identities are socially constructed within unequal power
structures.
Considering the concept of intercultural mediation, choose the alternative that presents a pedagogical practice aligned with this critical perspective.
Considering the concept of intercultural mediation, choose the alternative that presents a pedagogical practice aligned with this critical perspective.
Q4348458
Pedagogia
According to Vygotsky (1987), conceptual development
relies on the dialectical integration between scientific
concepts (formal school instruction) and everyday
concepts (informal social interaction). Therefore,
teaching language rules in isolation does not lead to
development; instead, formal knowledge must connect
to students’ empirical experiences and real-world
applications. Analyze the three statements below
regarding how language learners develop and integrate
scientific and everyday concepts in the classroom.
I - Scientific concepts are not learned through mere words or rote memory; rather, their genuine assimilation by the student depends on their convergence with everyday concepts, which provide real-world meaning to formal structures.
II - Language instruction that isolates scientific concepts from the student’s reality leads to mechanical learning and empty verbalism, producing abstract knowledge that the student is usually unable to apply or connect to real-world situations.
III - Language teaching that relies on everyday concepts allows students to easily transfer their linguistic knowledge to new, unexperienced contexts, as spontaneous learning automatically grants conscious and voluntary control over abstract grammatical rules.
Which statements are aligned with Vygotsky’s view?
I - Scientific concepts are not learned through mere words or rote memory; rather, their genuine assimilation by the student depends on their convergence with everyday concepts, which provide real-world meaning to formal structures.
II - Language instruction that isolates scientific concepts from the student’s reality leads to mechanical learning and empty verbalism, producing abstract knowledge that the student is usually unable to apply or connect to real-world situations.
III - Language teaching that relies on everyday concepts allows students to easily transfer their linguistic knowledge to new, unexperienced contexts, as spontaneous learning automatically grants conscious and voluntary control over abstract grammatical rules.
Which statements are aligned with Vygotsky’s view?
Q4348457
Pedagogia
According to Rajagopalan (2009), up to three-quarters
of global English users are non-native speakers.
Therefore, pedagogical practices must reject the
"native speaker myth" and the pursuit of a "perfect
pronunciation" - concepts that reinforce unequal power
relations. Instead, additional-language classrooms
should value multiple linguistic varieties, prioritizing
intelligibility, identity, and the negotiation of meaning.
Considering pedagogical practices aimed at valuing different linguistic varieties in the classroom, choose the alternative that presents an activity aligned with this perspective.
Considering pedagogical practices aimed at valuing different linguistic varieties in the classroom, choose the alternative that presents an activity aligned with this perspective.
Q4348452
Pedagogia
Match each English as an Additional Language (EAL)
methodology/approach with its corresponding
description.
( ) Communicative Language Teaching
( ) Audio-Lingual
( ) Grammar-Translation Method
( ) Critical Pedagogy in EAL
( ) The Direct Method
a. Bans the use of the student’s native language, and focuses on teaching vocabulary and concepts directly through visuals, context, and demonstration rather than translation.
b. Based on behavioral psychology (conditioning). It views language learning as habit formation. Correct verbal habits are reinforced, and mistakes are corrected immediately to prevent bad habits.
c. Examines how language intersects with power, identity, and social justice. It encourages learners to critically analyze socio-political issues and use English to challenge inequality.
d. Prioritizes meaningful interaction, real-world communication, and fluency over grammatical perfection. Classrooms rely heavily on role-playing and authentic materials.
e. Focuses heavily on the explicit study of grammatical rules, vocabulary memorization, and translating literary texts between the native language and English.
Which sequence is correct from top to bottom?
( ) Communicative Language Teaching
( ) Audio-Lingual
( ) Grammar-Translation Method
( ) Critical Pedagogy in EAL
( ) The Direct Method
a. Bans the use of the student’s native language, and focuses on teaching vocabulary and concepts directly through visuals, context, and demonstration rather than translation.
b. Based on behavioral psychology (conditioning). It views language learning as habit formation. Correct verbal habits are reinforced, and mistakes are corrected immediately to prevent bad habits.
c. Examines how language intersects with power, identity, and social justice. It encourages learners to critically analyze socio-political issues and use English to challenge inequality.
d. Prioritizes meaningful interaction, real-world communication, and fluency over grammatical perfection. Classrooms rely heavily on role-playing and authentic materials.
e. Focuses heavily on the explicit study of grammatical rules, vocabulary memorization, and translating literary texts between the native language and English.
Which sequence is correct from top to bottom?
Q4348444
Pedagogia
A teacher adopts a communicative language teaching
(CLT) textbook published in the United States of America.
After one semester, the teacher observes that students
are struggling because the textbook’s dialogues assume
prior knowledge of American cultural practices (e.g.,
making snowmen, trick-or-treating, having a sandwich
for lunch). The teacher decides to abandon the textbook
and design their own materials based on local cultural
practices.
Which of Kumaravadivelu’s (2001) three core Postmethod parameters best explains the teacher’s decision?
Which of Kumaravadivelu’s (2001) three core Postmethod parameters best explains the teacher’s decision?
Q4348230
Pedagogia
En la enseñanza de lenguas adicionales, la producción
y la comprensión oral se entienden como procesos
complejos que involucran no solo la emisión de sonidos,
sino la construcción de sentidos en contextos reales
de interacción. Para que la enseñanza de los aspectos
fonéticos y fonológicos sea eficaz, la pedagogía contemporánea sugiere que un nuevo conocimiento debe
anclarse en aquello que el alumno ya sabe, respetando
el ritmo de aprendizaje y buscando la autonomía del
estudiante.
Considerando estas directrices para el trabajo con la oralidad, analice las afirmaciones abajo e identifique la opción INCORRECTA.
Considerando estas directrices para el trabajo con la oralidad, analice las afirmaciones abajo e identifique la opción INCORRECTA.
Q4348229
Pedagogia
La Base Nacional Común Curricular (BNCC) establece
orientaciones sobre la enseñanza tradicional de la
gramática normativa en las clases de lenguas. Analice
las afirmaciones que se presentan a continuación a
partir de lo dispuesto en este documento.
I - El conocimiento sobre la lengua, los lenguajes y la norma estándar no debe concebirse como un conjunto de reglas abstractas descontextualizadas e inmutables, cuya única función sea clasificar y sancionar las desviaciones, generando sentimientos de inadecuación, inseguridad y exclusión.
II - La BNCC orienta que el conocimiento lingüístico debe abordarse mediante el eje de "análisis lingüístico/semiótico", vinculando siempre la reflexión sobre la forma de la lengua con las prácticas de lectura y producción de textos y la oralidad, potenciando la competencia comunicativa del alumno en contextos reales de uso.
III - El documento determina que la enseñanza debe centrarse prioritariamente en la gramática normativa y en la identificación de nomenclaturas técnicas, ya que el dominio teórico de la estructura garantiza que el estudiante desarrolle su expresión oral y escrita.
¿Cuáles están correctas?
I - El conocimiento sobre la lengua, los lenguajes y la norma estándar no debe concebirse como un conjunto de reglas abstractas descontextualizadas e inmutables, cuya única función sea clasificar y sancionar las desviaciones, generando sentimientos de inadecuación, inseguridad y exclusión.
II - La BNCC orienta que el conocimiento lingüístico debe abordarse mediante el eje de "análisis lingüístico/semiótico", vinculando siempre la reflexión sobre la forma de la lengua con las prácticas de lectura y producción de textos y la oralidad, potenciando la competencia comunicativa del alumno en contextos reales de uso.
III - El documento determina que la enseñanza debe centrarse prioritariamente en la gramática normativa y en la identificación de nomenclaturas técnicas, ya que el dominio teórico de la estructura garantiza que el estudiante desarrolle su expresión oral y escrita.
¿Cuáles están correctas?
Q4348220
Pedagogia
La profesora e investigadora Ana Paula Duboc (2019)
deconstruye la idea tradicional de la evaluación del
aprendizaje y la plantea como un proceso de aprendizaje en sí mismo, destacando el acto de evaluar como
una práctica inherentemente formativa. Según la perspectiva de la educación lingüística, ¿cuál práctica puede
guiar al docente de español como lengua adicional a
evaluar sus estudiantes de manera crítica?
Q4348219
Pedagogia
Sobre la autoevaluación institucional en el IFSC, marque
con V (verdadero) o F (falso) las afirmaciones.
( ) La autoevaluación institucional es un proceso de carácter diagnóstico que tiene por objetivo clasificar los cursos según el rendimiento de los estudiantes.
( ) La autoevaluación institucional es llevada a cabo por la Comissão Própria de Avaliação (CPA), que es responsable de realizar evaluaciones periódicas con la participación de toda la comunidad académica.
( ) La autoevaluación institucional también es un proceso formativo y de compromiso colectivo que busca identificar el perfil institucional del IFSC y el significado de su actuación.
( ) Considerando los principios del Sistema Nacional de Avaliação da Educação Superior (SINAES), la autoevaluación institucional en el IFSC busca mejorar la calidad de la educación superior y fortalecer el compromiso social institucional.
( ) La CPA del IFSC está compuesta exclusivamente por servidores, o sea, por representantes del cuerpo docente y representantes del cuerpo técnico-administrativo.
La secuencia correcta para rellenar los paréntesis, de arriba hacia abajo, es
( ) La autoevaluación institucional es un proceso de carácter diagnóstico que tiene por objetivo clasificar los cursos según el rendimiento de los estudiantes.
( ) La autoevaluación institucional es llevada a cabo por la Comissão Própria de Avaliação (CPA), que es responsable de realizar evaluaciones periódicas con la participación de toda la comunidad académica.
( ) La autoevaluación institucional también es un proceso formativo y de compromiso colectivo que busca identificar el perfil institucional del IFSC y el significado de su actuación.
( ) Considerando los principios del Sistema Nacional de Avaliação da Educação Superior (SINAES), la autoevaluación institucional en el IFSC busca mejorar la calidad de la educación superior y fortalecer el compromiso social institucional.
( ) La CPA del IFSC está compuesta exclusivamente por servidores, o sea, por representantes del cuerpo docente y representantes del cuerpo técnico-administrativo.
La secuencia correcta para rellenar los paréntesis, de arriba hacia abajo, es
Q4348218
Pedagogia
El aprendizaje interdisciplinar es una tendencia actual
y presente en documentos orientadores clave como la
Base Nacional Común Curricular (BNCC) y las Directrices
Curriculares Nacionales (DCN). Sobre la interdisciplinaridad, es INCORRECTO afirmar que
Q4348217
Pedagogia
Para el profesor e investigador Pedro Garcez, “la lengua
adicional no es un contenido aislado, sino que se suma
a los demás conocimientos, ampliando la comprensión
del mundo de los estudiantes”.
GARCEZ, Pedro; BULLA, Gabriela; LODER, Letícia. Práticas de pesquisa microetnográfica: geração, segmentação e transcrição de dados audiovisuais como procedimentos analíticos plenos. DELTA, 2014, vol. 30, n. 2, p. 257-288. Disponível em: http://www.scielo.br/pdf/delta/v30n2/0102-4450-delta-30-02-0257.pdf. Acesso em: 15 jul. 2026.
Considerando esta reflexión, analice los objetivos de enseñanza y aprendizaje de lengua española a continuación.
I - Investigar tecnologías de saneamiento y gestión de residuos desarrolladas en países de América Latina, utilizando la lengua española como herramienta para compararlas críticamente con la realidad brasileña.
II - Profundizar el conocimiento de los aspectos morfológicos y fonéticos del español, fortaleciendo la capacidad de analizar fenómenos lingüísticos y de fundamentar decisiones pedagógicas.
III - Investigar y entablar relaciones entre los componentes químicos de los alimentos y la información nutricional, utilizando el análisis de rótulos escritos en español como herramienta de estudio.
¿Cuáles de ellos se alinean con la afirmación de Garcez y corresponden a la educación secundaria técnica y profesional?
GARCEZ, Pedro; BULLA, Gabriela; LODER, Letícia. Práticas de pesquisa microetnográfica: geração, segmentação e transcrição de dados audiovisuais como procedimentos analíticos plenos. DELTA, 2014, vol. 30, n. 2, p. 257-288. Disponível em: http://www.scielo.br/pdf/delta/v30n2/0102-4450-delta-30-02-0257.pdf. Acesso em: 15 jul. 2026.
Considerando esta reflexión, analice los objetivos de enseñanza y aprendizaje de lengua española a continuación.
I - Investigar tecnologías de saneamiento y gestión de residuos desarrolladas en países de América Latina, utilizando la lengua española como herramienta para compararlas críticamente con la realidad brasileña.
II - Profundizar el conocimiento de los aspectos morfológicos y fonéticos del español, fortaleciendo la capacidad de analizar fenómenos lingüísticos y de fundamentar decisiones pedagógicas.
III - Investigar y entablar relaciones entre los componentes químicos de los alimentos y la información nutricional, utilizando el análisis de rótulos escritos en español como herramienta de estudio.
¿Cuáles de ellos se alinean con la afirmación de Garcez y corresponden a la educación secundaria técnica y profesional?
Q4348215
Pedagogia
“El análisis de necesidades es una actividad del desarrollo del ___________, mediante la cual se relaciona
la definición de _____________ con la selección de los
_____________ de un programa. El concepto se refiere
a las necesidades de ______________ y se entiende
como el desfase existente entre el estado actual de
conocimientos del alumno y el que se aspira a lograr al
final del mismo”.
https://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/analisisnecesidades.htm
Elija la opción que completa, correcta y respectivamente, los espacios em blanco del texto extraído del Diccionario de Términos Clave de ELE sobre Análisis de Necesidades.
https://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/analisisnecesidades.htm
Elija la opción que completa, correcta y respectivamente, los espacios em blanco del texto extraído del Diccionario de Términos Clave de ELE sobre Análisis de Necesidades.
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