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Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246817
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The fragment “the measure has sparked debate and controversy”
implies that the measure has
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246816
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The focus of Text III is to:
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246815
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
The poster presents a sentence in the interrogative form and in the
simple past tense.
According to the rules of standard grammar, to rephrase this question in the simple present, the teacher should choose
According to the rules of standard grammar, to rephrase this question in the simple present, the teacher should choose
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246814
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
Read the following phrases.
I. Hi there!
II. Take care!
III. Well done!
IV. See you soon!
The appropriate phrases for leave-taking are
I. Hi there!
II. Take care!
III. Well done!
IV. See you soon!
The appropriate phrases for leave-taking are
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246813
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
A typical situation during a class is when a student asks to leave
the room.
In this case, when granting permission, the teacher’s reply should be
In this case, when granting permission, the teacher’s reply should be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246812
Pedagogia
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
Based on the Brazilian National Core Curriculum (BNCC), an
approach to teaching English as a Lingua Franca should focus on
multiliteracies so that students become aware of a variety of
language practices and learn how to use them. Choosing this
poster would thus be aligned with a multiliteracies approach.
In this case, analyse the statements below.
I. Interpreting this poster depends on world knowledge, image perception and some language proficiency.
II. Advanced students of English can easily understand the information provided in this poster.
III. This poster is an example of gender stereotyping.
Choose the correct answer.
In this case, analyse the statements below.
I. Interpreting this poster depends on world knowledge, image perception and some language proficiency.
II. Advanced students of English can easily understand the information provided in this poster.
III. This poster is an example of gender stereotyping.
Choose the correct answer.
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can
be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the
genitive case. In order to teach how to express possession, the only
sentence that the teacher could use as an example is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246809
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
In writing the clause “if no coping mechanisms are provided”, the
author has used the
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246808
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
In an English as a Lingua Franca (ELF) setting, it is important that
students learn how new words are created, as this will help them
expand their vocabulary and understand how the new word can
be used in different contexts. To do so, one possibility is writing
the word “interplay” on the blackboard and asking them how it is
formed.
They should answer that “interplay” is formed by a(n)
They should answer that “interplay” is formed by a(n)
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The adverb “even” in “and even classroom performance” implies
that something is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
According to Text I, if teachers neglect strategies for dealing with
stress, they may feel
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246805
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The sentence “Emotions are not just fleeting states” means that
emotions are actually
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246804
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The verb phrase “delving into” in the subtitle implies that EFL
teachers’ emotions and professional identities will be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
Based on Text I, mark the statements below as true (T) or false (F).
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais |
Q4246777
Pedagogia
Em uma atividade de Língua Portuguesa para o 5º ano do Ensino
Fundamental, o professor apresentou aos estudantes a tirinha a
seguir.
https://www.tumblr.com/tirasarmandinho/tagged/frio
Após a leitura, o professor solicitou que os estudantes explicassem o motivo de o personagem carregar tantas roupas. Um dos estudantes respondeu: "O personagem leva muitas roupas porque quer ajudar quem está passando frio.".
Considerando que o objetivo da atividade é avaliar a capacidade de construir sentidos a partir da articulação entre elementos verbais e não verbais da tirinha, o professor considerou a resposta adequada, porque o estudante
https://www.tumblr.com/tirasarmandinho/tagged/frio Após a leitura, o professor solicitou que os estudantes explicassem o motivo de o personagem carregar tantas roupas. Um dos estudantes respondeu: "O personagem leva muitas roupas porque quer ajudar quem está passando frio.".
Considerando que o objetivo da atividade é avaliar a capacidade de construir sentidos a partir da articulação entre elementos verbais e não verbais da tirinha, o professor considerou a resposta adequada, porque o estudante
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais |
Q4246776
Pedagogia
Plantar uma árvore por semana, pelo menos quatro árvores por
mês, cinquenta e duas árvores por ano… Em vinte anos eu poderia
plantar mais de mil árvores e… Uau! Que sonho! Era isso o que eu
queria mesmo! Quem sabe um dia as pessoas vão apontar para
mim na rua e dizer:
ー Olha só, lá vai aquela garota que plantou mil árvores!
LINS E SILVA, Flavia. Diário de Pilar na Amazônia. Rio de Janeiro: Editora Pequena Zahar, 2023.
Ao utilizar esse trecho em uma atividade de produção textual com estudantes do 4º ano do Ensino Fundamental, o professor pretende explorar o efeito das projeções futuras na continuidade narrativa. Para isso, a proposta de escrita deve
ー Olha só, lá vai aquela garota que plantou mil árvores!
LINS E SILVA, Flavia. Diário de Pilar na Amazônia. Rio de Janeiro: Editora Pequena Zahar, 2023.
Ao utilizar esse trecho em uma atividade de produção textual com estudantes do 4º ano do Ensino Fundamental, o professor pretende explorar o efeito das projeções futuras na continuidade narrativa. Para isso, a proposta de escrita deve
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais |
Q4246775
Pedagogia
Leia o trecho a seguir.
Esta história que eu vou contar aconteceu na minha rua.
Quer dizer, eu nem sei se aconteceu no duro, que ela parece umas histórias que a minha mãe inventa que é pra convencer a gente a se comportar bem, a arrumar o quarto direitinho, a não espalhar lixo por todo lado.
Mas quem contou não foi a mãe de ninguém, não.
Quem me contou foi o Armandinho, que ouviu da própria Xuxa, que era empregada na casa do Waldisney.
O Waldisney era um menino como todo mundo. Nem melhor, nem pior.
Era louco por videogame, por flocos de milho e por filme de pancadaria.
ROCHA, Ruth. O menino que quase morreu afogado no lixo. São Paulo: Salamandra, 2015.
Ao utilizar esse trecho em uma atividade de leitura, o professor do 3º ano do Ensino Fundamental pretende desenvolver a compreensão leitora dos estudantes, explorando como as intervenções do narrador contribuem para a construção de sentidos no texto. Nesse cenário, a prática pedagógica mais adequada consiste em
Esta história que eu vou contar aconteceu na minha rua.
Quer dizer, eu nem sei se aconteceu no duro, que ela parece umas histórias que a minha mãe inventa que é pra convencer a gente a se comportar bem, a arrumar o quarto direitinho, a não espalhar lixo por todo lado.
Mas quem contou não foi a mãe de ninguém, não.
Quem me contou foi o Armandinho, que ouviu da própria Xuxa, que era empregada na casa do Waldisney.
O Waldisney era um menino como todo mundo. Nem melhor, nem pior.
Era louco por videogame, por flocos de milho e por filme de pancadaria.
ROCHA, Ruth. O menino que quase morreu afogado no lixo. São Paulo: Salamandra, 2015.
Ao utilizar esse trecho em uma atividade de leitura, o professor do 3º ano do Ensino Fundamental pretende desenvolver a compreensão leitora dos estudantes, explorando como as intervenções do narrador contribuem para a construção de sentidos no texto. Nesse cenário, a prática pedagógica mais adequada consiste em
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais |
Q4246774
Português
O nefasto ditado - “quem sabe faz, quem não sabe ensina” - pode
ser ouvido em todas as línguas, sugerindo que o professor é um
profissional, digamos, menos capacitado do que os outros, porque
se conforma em não produzir conhecimentos para apenas
reproduzi-lo. Quantos de nós não despertamos mal disfarçados
semblantes de piedade, ao contarmos para a família que
resolvemos ser professores? Parece que pensam: coitado, ele ou
ela podia ser coisa melhor.
Adaptado de BERNARDO, Gustavo. Conversas com um professor de literatura. São Paulo: Rocco, 2014. p. 85.
No excerto, o autor problematiza uma representação social da docência.
Do ponto de vista da construção linguística e do sentido global do texto, é correto afirmar que
Adaptado de BERNARDO, Gustavo. Conversas com um professor de literatura. São Paulo: Rocco, 2014. p. 85.
No excerto, o autor problematiza uma representação social da docência.
Do ponto de vista da construção linguística e do sentido global do texto, é correto afirmar que
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Anos Iniciais |
Q4246773
Pedagogia
Hoje, como no passado, a tarefa mais importante e também a mais
difícil na criação de uma criança é ajudá-la a encontrar significado
na vida. Muitas experiências de crescimento são necessárias para
se chegar a isso. A criança, à medida que se desenvolve, deve
aprender passo a passo a se entender melhor; com isso, torna-se
mais capaz de entender os outros e, eventualmente, pode se
relacionar com eles de forma mutuamente satisfatória e
significativa.
BETTELHEIM, Bruno. Psicanálise dos contos de fadas. Rio de Janeiro: Paz e Terra, 2021. p. 9.
No excerto, o autor compreende o desenvolvimento infantil como um processo marcado pela
BETTELHEIM, Bruno. Psicanálise dos contos de fadas. Rio de Janeiro: Paz e Terra, 2021. p. 9.
No excerto, o autor compreende o desenvolvimento infantil como um processo marcado pela
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