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Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443014
Inglês
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
Proto is the name journalist Laura Spinney gave to the
language believed to be spoken roughly 5,000 years ago.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443013
Inglês
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
The mention of the word 'ghostis' and the words it originated
in English (fourth paragraph) demonstrates that Proto-Indo- European lives on in modern languages.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443012
Inglês
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
Calling the world’s languages "a brotherhood" (second
paragraph) emphasizes the fact that they have similarities
and common traces, an idea that is reinforced by the use of
"its parent" in the third paragraph.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443011
Inglês
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
The expression "was struck by" (second paragraph) can be
correctly replaced with was impressed by or with was
battered by without this changing the original meaning of
the paragraph.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443010
Inglês
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
In order to fully understand the first paragraph, readers need
to be familiarized with specific domains of knowledge, such
as history, literature, religion and biology.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443009
Inglês
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
The use of the word "heretical" (first paragraph) helps to
situate Dante’s argument in a historical and religious
context.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443008
Inglês
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
The comparison between Dante and Darwin, made in the
first paragraph of the text, highlights the evolution aspect
present in the history of languages.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443007
Pedagogia
Texto associado
Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
Dante, the Italian author, was sort of a linguistic Darwin.
He held a heretical theory. Europe’s languages, he thought, had
not been made in a single moment, in a biblical Babel, but had
evolved. With the care of a Victorian naturalist, he thus split
Europe’s languages into families by their words for "yes": those
who lived in southern France and said "oc" spoke a "Langue
d’oc".
He was spot-on. Four centuries later, a British judge and
polyglot called Sir William Jones arrived in Calcutta and was
struck by the similarities between Latin and Sanskrit words for
terms such as house (domus, dam) and god (deus, deva). Clearly
they had "sprung from some common source, which, perhaps, no
longer exists". The world’s languages were not a Babel but a
brotherhood.
Proto, a new book by Laura Spinney, a journalist, offers a
biography of that brotherhood—or rather its parent. For Jones’s
"common source" now has a name: "Proto-Indo-European" (PIE).
It was first spoken by as little as a few dozen people around the
Black Sea then, roughly 5,000 years ago, spread with rapidity
"from Ireland to India". Today, its offshoots include Irish,
Hindi—and more or less everything in between. Almost half of
the world’s population speaks a descendant of it.
PIE is long dead, but traces of it remain caught, like
insects in amber, in modern languages, allowing academics to
bring it back to life. Scholars know, for example, its speakers
found visitors irritating: the PIE word "ghostis" gives English not
just "guest" but "ghost", and Latin its word for "host" but also
"enemy".
Internet: <https://www.economist.com>(Adapted)
As far as pedagogical activities are concerned, an activity in
which students would play a memorization game to learn
Proto-Indo-European words by heart would be a correct and
effective way to teach them the language, according to the
new pedagogical trends in ELT.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443006
Inglês
Texto associado
Evaluate the following item with regard to the preceding text.
Never before have we had such easy access to languages
we do not speak. AI translation tools can convert German, French
or Japanese text into fluent English or Chinese in a matter of
seconds. For many, these tools are a vital part of everyday life.
Unfortunately, I have come to realise that the more these tools
advance, the less we feel the need to learn foreign languages.
There is a misconception behind this. These tools treat
languages as fixed channels that deliver the same information.
They assume that knowledge exists in a stable, language - independent form and that switching languages simply means
substituting one vocabulary for another.
This approach falls short. Languages are the key to human
cultures. Their vocabularies never completely overlap. Moreover,
languages use different methods to organise and pass on
knowledge. This linguistic repertoire shapes the way
communities communicate in specific situations, influencing how
they structure arguments, frame statements and define the roles
of author and audience. These patterns are learned. Similarly,
language communities often develop their own conventions to
convey authority, caution, criticism, belonging or respect.
Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>. (adapted).
The word "misconception", as used in the second paragraph,
refers to the fact that AI translation tools can convert texts
from one language into another.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443005
Inglês
Texto associado
Evaluate the following item with regard to the preceding text.
Never before have we had such easy access to languages
we do not speak. AI translation tools can convert German, French
or Japanese text into fluent English or Chinese in a matter of
seconds. For many, these tools are a vital part of everyday life.
Unfortunately, I have come to realise that the more these tools
advance, the less we feel the need to learn foreign languages.
There is a misconception behind this. These tools treat
languages as fixed channels that deliver the same information.
They assume that knowledge exists in a stable, language - independent form and that switching languages simply means
substituting one vocabulary for another.
This approach falls short. Languages are the key to human
cultures. Their vocabularies never completely overlap. Moreover,
languages use different methods to organise and pass on
knowledge. This linguistic repertoire shapes the way
communities communicate in specific situations, influencing how
they structure arguments, frame statements and define the roles
of author and audience. These patterns are learned. Similarly,
language communities often develop their own conventions to
convey authority, caution, criticism, belonging or respect.
Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>. (adapted).
According to the author, language is a complex means of
communication, tied to culture and used differently
depending on each specific situation.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443004
Inglês
Texto associado
Evaluate the following item with regard to the preceding text.
Never before have we had such easy access to languages
we do not speak. AI translation tools can convert German, French
or Japanese text into fluent English or Chinese in a matter of
seconds. For many, these tools are a vital part of everyday life.
Unfortunately, I have come to realise that the more these tools
advance, the less we feel the need to learn foreign languages.
There is a misconception behind this. These tools treat
languages as fixed channels that deliver the same information.
They assume that knowledge exists in a stable, language - independent form and that switching languages simply means
substituting one vocabulary for another.
This approach falls short. Languages are the key to human
cultures. Their vocabularies never completely overlap. Moreover,
languages use different methods to organise and pass on
knowledge. This linguistic repertoire shapes the way
communities communicate in specific situations, influencing how
they structure arguments, frame statements and define the roles
of author and audience. These patterns are learned. Similarly,
language communities often develop their own conventions to
convey authority, caution, criticism, belonging or respect.
Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>. (adapted).
It can be concluded from the text that AI translation tools are
still not able to perfectly translate language in varied
communicative situations.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443003
Inglês
Texto associado
Evaluate the following item with regard to the preceding text.
Never before have we had such easy access to languages
we do not speak. AI translation tools can convert German, French
or Japanese text into fluent English or Chinese in a matter of
seconds. For many, these tools are a vital part of everyday life.
Unfortunately, I have come to realise that the more these tools
advance, the less we feel the need to learn foreign languages.
There is a misconception behind this. These tools treat
languages as fixed channels that deliver the same information.
They assume that knowledge exists in a stable, language - independent form and that switching languages simply means
substituting one vocabulary for another.
This approach falls short. Languages are the key to human
cultures. Their vocabularies never completely overlap. Moreover,
languages use different methods to organise and pass on
knowledge. This linguistic repertoire shapes the way
communities communicate in specific situations, influencing how
they structure arguments, frame statements and define the roles
of author and audience. These patterns are learned. Similarly,
language communities often develop their own conventions to
convey authority, caution, criticism, belonging or respect.
Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>. (adapted).
According to the text, AI translation tools make it easier to
learn a foreign language.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443002
Inglês
Texto associado
Evaluate the following item with regard to the preceding text.
Never before have we had such easy access to languages
we do not speak. AI translation tools can convert German, French
or Japanese text into fluent English or Chinese in a matter of
seconds. For many, these tools are a vital part of everyday life.
Unfortunately, I have come to realise that the more these tools
advance, the less we feel the need to learn foreign languages.
There is a misconception behind this. These tools treat
languages as fixed channels that deliver the same information.
They assume that knowledge exists in a stable, language - independent form and that switching languages simply means
substituting one vocabulary for another.
This approach falls short. Languages are the key to human
cultures. Their vocabularies never completely overlap. Moreover,
languages use different methods to organise and pass on
knowledge. This linguistic repertoire shapes the way
communities communicate in specific situations, influencing how
they structure arguments, frame statements and define the roles
of author and audience. These patterns are learned. Similarly,
language communities often develop their own conventions to
convey authority, caution, criticism, belonging or respect.
Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>. (adapted).
It is possible to infer from the text that, in the author’s
opinion, the development of AI translation tools puts foreign
language learning at risk.
Ano: 2026
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2026 - Prefeitura de Blumenau - SC - Professor Intérprete de Libras |
Q4442919
Libras
Ao executar a interpretação simultânea, o profissional
realiza esforços cognitivos concomitantes relacionados à
recepção, à análise, à memorização e à produção do
discurso. Considerando esse processo, assinale a
alternativa que apresenta a sequência adequada de
esforços envolvidos na interpretação simultânea:
Ano: 2026
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2026 - Prefeitura de Blumenau - SC - Professor Intérprete de Libras |
Q4442918
Libras
Considerando a interpretação simultânea intermodal e a
relação entre língua oral e língua de sinais, a
direcionalidade do processo interpretativo pode ser
classificada como direta ou inversa. Para o intérprete
ouvinte cuja primeira língua (L1/língua A) é a língua oral
e cuja segunda língua (L2/língua B) é a língua de sinais,
assinale a alternativa correspondente à direcionalidade
direta:
Ano: 2026
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2026 - Prefeitura de Blumenau - SC - Professor Intérprete de Libras |
Q4442917
Libras
O ato interpretativo envolve a imprevisibilidade dos
discursos e exige do profissional atenção à recepção e
ao processamento da mensagem, às escolhas
linguísticas e interpretativas, à transmissão do conteúdo
e ao acompanhamento do ritmo de produção do
discurso. Considerando a complexidade desse exercício
profissional, assinale a alternativa que apresenta
aspectos relacionados à atuação do intérprete:
Ano: 2026
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2026 - Prefeitura de Blumenau - SC - Professor Intérprete de Libras |
Q4442916
Legislação Federal
Observe o trecho da Lei n.º 10.436/2002:
"Art. 4º O sistema educacional federal e os sistemas educacionais estaduais, municipais e do Distrito Federal devem garantir a _________________ nos cursos de formação de _________________, em seus níveis médio e superior, do ensino da _________________, como parte integrante dos Parâmetros Curriculares Nacionais − PCNs, conforme legislação vigente."
Assinale a alternativa que corretamente preenche as lacunas no excerto:
"Art. 4º O sistema educacional federal e os sistemas educacionais estaduais, municipais e do Distrito Federal devem garantir a _________________ nos cursos de formação de _________________, em seus níveis médio e superior, do ensino da _________________, como parte integrante dos Parâmetros Curriculares Nacionais − PCNs, conforme legislação vigente."
Assinale a alternativa que corretamente preenche as lacunas no excerto:
Ano: 2026
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2026 - Prefeitura de Blumenau - SC - Professor Intérprete de Libras |
Q4442915
Libras
A educação bilíngue de surdos é uma modalidade de
educação escolar, conforme estabelece a Lei n.º
14.191/2021. A legislação prevê objetivos para o
desenvolvimento de programas integrados de ensino e
de pesquisa voltados à oferta de educação escolar
bilíngue e intercultural aos estudantes surdos. Entre
esses objetivos, está a elaboração e a publicação
sistemática de material didático bilíngue, específico e
diferenciado. Assinale a alternativa que apresenta outro
objetivo previsto na legislação:
Ano: 2026
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2026 - Prefeitura de Blumenau - SC - Professor Intérprete de Libras |
Q4442914
Libras
Os processos de tradução e interpretação podem ocorrer
entre línguas de diferentes modalidades linguísticas,
considerando as características vocal-auditiva e
gestual-visual. Associe a segunda coluna de acordo com
a primeira, relacionando as classificações apresentadas
com seus respectivos pares linguísticos:
Primeira coluna: classificação
1.Intramodal
2.Intermodal
Segunda coluna: pares linguísticos
(__)Espanhol − Italiano.
(__)Língua de Sinais Francesa − Língua de Sinais Britânica.
(__)Língua de Sinais Americana − Língua Brasileira de Sinais.
(__)Português − Língua Brasileira de Sinais.
(__)Inglês − Língua de Sinais Americana.
Assinale a alternativa que apresenta a correta associação entre as colunas:
Primeira coluna: classificação
1.Intramodal
2.Intermodal
Segunda coluna: pares linguísticos
(__)Espanhol − Italiano.
(__)Língua de Sinais Francesa − Língua de Sinais Britânica.
(__)Língua de Sinais Americana − Língua Brasileira de Sinais.
(__)Português − Língua Brasileira de Sinais.
(__)Inglês − Língua de Sinais Americana.
Assinale a alternativa que apresenta a correta associação entre as colunas:
Ano: 2026
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2026 - Prefeitura de Blumenau - SC - Professor Intérprete de Libras |
Q4442913
Libras
A produção e a percepção de uma língua ocorrem por
meio de sistemas físicos e biológicos que determinam
sua modalidade. Considerando as especificidades das
línguas orais e das línguas de sinais, associe a segunda
coluna de acordo com a primeira, relacionando as
modalidades com suas respectivas características:
Primeira coluna: modalidade
1.Línguas orais
2.Línguas de sinais
Segunda coluna: características
(__)Produção externa ao corpo.
(__)Articulação praticamente invisível.
(__)Organização predominantemente unidimensional.
(__)Articulação visível.
(__)Menor vinculação entre produção linguística e respiração.
Assinale a alternativa que apresenta a correta associação entre as colunas:
Primeira coluna: modalidade
1.Línguas orais
2.Línguas de sinais
Segunda coluna: características
(__)Produção externa ao corpo.
(__)Articulação praticamente invisível.
(__)Organização predominantemente unidimensional.
(__)Articulação visível.
(__)Menor vinculação entre produção linguística e respiração.
Assinale a alternativa que apresenta a correta associação entre as colunas:
Conheça nossos planos