Início

Questões de Concursos EDUCA

Resolva questões de EDUCA comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

1261Q1024379 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor B Inglês, Prefeitura de Pedras de Fogo PB, EDUCA, 2025

Considering the National Curriculum Parameters (PCNs) for Foreign Language Teaching in Brazil, some methods seem to be good options to develop students' communicative competence by engaging them in meaningful interactions that reflect their real-life situations. Based on this assertion, choose the alternative that definitely CANNOT suit the context mentioned above:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1262Q911486 | Pedagogia, A Didática e o Processo de Ensino e Aprendizagem, História, Prefeitura de Alhandra PB, EDUCA, 2024

As metodologias ativas é um modelo pedagógico no qual os elementos típicos da aula e da lição de casa são invertidos, ou seja, os estudantes fazem o trabalho da sala de aula em casa e o trabalho de casa na sala de aula. As vantagens da sua aplicação são diversas. Analise os itens e atribua a numeração de acordo com os respectivos (as) conceitos/técnicas.

1. Aprendizagem por Pares. 2. Método POE. 3. Gamificação. 4. Design Thinking. 5. Cultura Maker.

( ) Essa abordagem metodológica ativa é centrada nas pessoas, ou seja, ela busca envolver personagens com diferentes perspectivas para entender o público-alvo, suas dores, necessidades e comportamentos.

( ) A técnica consiste em dividir os alunos em grupos pequenos para discutir conceitos e resolver problemas.

( ) É uma metodologia ativa que usa elementos de jogos para tornar o processo de aprendizagem mais dinâmico e motivador.

( ) Essa metodologia é baseada no conflito cognitivo, isto é, para cada assunto abordado, os alunos são estimulados a expor seus conhecimentos e posteriormente, confrontá-los com vídeos de experiências e simulações.

( ) Método educativo que tem como principal característica promover o protagonismo dos estudantes ao longo do seu processo educacional, incentivando os estudantes a criarem com as próprias mãos: agindo, modificando, consertando ou construindo.

Assinale a sequência CORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1263Q978822 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to Text 1, choose the alternative that CORRECTLY summarizes its general idea:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1264Q978825 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “Native-speakerism is an ideology that upholds the idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it” (paragraph 1), the underlined word (“spring”) can be correctly classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1265Q978826 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief” (3rd paragraph), the underlined word (“therefore”) can be CORRECTLY classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1266Q978829 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
According to Text 2, what does the Oxford English Dictionary say about the term "grammar”?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1267Q919438 | Segurança e Saúde no Trabalho, Normas Regulamentadoras de Ministério do Trabalho e Emprego, Encanador, Prefeitura de Pedras de Fogo PB, EDUCA, 2025

Norma Regulamentadora NR 6 é conhecida como:
Assinale a alternativa CORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1268Q978830 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
In the sentence “A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency” (1st paragraph), the underlined word (“reveals”) ends with an “s” for the same reason as in:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1269Q978831 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
In the excerpt “Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin” (from paragraph 3), the underlined word (“Indeed”) can be correctly classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1270Q978838 | Pedagogia, Educação Infantil, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

A criança, centro do planejamento curricular, é considerada um sujeito histórico e de direitos. Ela se desenvolve nas interações, relações e práticas cotidianas a ela disponibilizadas e por ela estabelecidas com adultos e crianças de diferentes idades nos grupos e contextos culturais nos quais se insere.
A maneira como ela é alimentada, se dorme com barulho ou no silêncio, se outras crianças ou adultos brincam com ela ou se fica mais tempo quietinha, as entonações de voz e contatos corporais que ela reconhece nas pessoas que a tratam, o tipo de roupa que ela usa, os espaços mais abertos ou restritos em que costuma ficar, os objetos que manipula, o modo como conversam com ela, etc, são elementos considerados como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1271Q868762 | Segurança e Saúde no Trabalho, Gari, Prefeitura de Juru PB, EDUCA, 2024

De acordo com a Norma Regulamentadora Nº 38 que trata da (Segurança e Saúde no Trabalho nas Atividades de Limpeza Urbana e Manejo de Resíduos Sólidos), analise os conceitos a seguir assinale a alternativa INCORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1272Q1022630 | Inglês, Verbos Verbs, Professor B Inglês, Prefeitura de Pedras de Fogo PB, EDUCA, 2025

Texto associado.
TEXT 1

BRAZIL JOINS GROWING LIST OF COUNTRIES BANNING CELLPHONES IN SCHOOLS

Despite questions about the effectiveness of such bans, Brazil is the latest to prohibit the devices amid concerns over impacts on learning and well-being.

A bill that bans students from using cellphones in schools was signed into law in Brazil on Monday, the latest example of lawmakers limiting young people’s use of personal technology in the classroom, amid growing concern about its effect on education and well-being.

Brazil’s Education Ministry said in a statement that the law “aims to safeguard the mental, physical and psychological health of children and adolescents.” The Brazilian President called it an example of “working together for the safety and better learning of our children and young people.”

The law prohibits all students in public and private elementary and secondary schools from using portable electronic devices throughout the school day, the ministry said, though it allows for their educational use and some other exceptions.

Brazil joins several countries that have banned the personal use of cellphones in schools — including the Netherlands, Italy for students up to the third year of middle school, and France for those under 15 — though there are questions as to whether phone bans are effective in achieving their aims.

Excerpt extracted and adapted from: https://www.washingtonpost.com/world/2025/01/14/brazil-cellphoneschool-ban/
In the sentence “Brazil joins several countries that have banned the personal use of cellphones in schools”, the underlined word (“joins”) ends with an “s” for the same reason as in:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1273Q1022633 | Inglês, Adjetivos Adjectives, Professor B Inglês, Prefeitura de Pedras de Fogo PB, EDUCA, 2025

Texto associado.

TEXT 2


WHAT IS THE COMMUNICATIVE APPROACH?


In the Communicative Approach, real communication and interaction is not only the objective in learning, but also the means through which it takes place. This approach started in the 70s and became prominent as it proposed an alternative to the then ubiquitous systems-oriented approaches, such as the Audiolingual method. That means that, instead of focusing on the acquisition of grammar and vocabulary (grammatical/linguistic competence), the Communicative Approach aimed at developing the learner’s competence to communicate in the target language (communicative competence), with an enhanced focus on real-life situations.


Excerpt extracted and adapted from: https://www.whatiselt.com/single-post/2018/08/23/what-is-thecommunicative-approach

In the sentence “This approach started in the 70s and became prominent as it proposed an alternative to the then ubiquitous systems-oriented approaches, such as the Audiolingual method” (text 2), the word “ubiquitous” can be correctly classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1274Q1014706 | Libras, Educação dos Surdos, Intérprete de Libras, Prefeitura de Umbuzeiro PB, EDUCA, 2025

Sobre os conceitos de cultura e comunidade, assinale a alternativa INCORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1275Q875193 | Saúde Pública, Agente de Endemias ACE, Prefeitura de Juripiranga PB, EDUCA, 2024

Sobrea a relação entre saneamento básico e meio ambiente, analise os itens a seguir:

I. Saneamento básico é o conjunto de medidas que visa a preservação ou modificação das condições do meio ambiente, com o intuito de prevenir doenças e promover a saúde, melhorando a qualidade de vida dapopulação e a produtividade, facilitando a atividade econômica.

II. São medidas que tornam possível garantir uma qualidade de vida melhor para as pessoas, mais oportunidades do ponto de vista econômico e, principalmente, a promoção da saúde, uma vez que aumenta a salubridade das habitações e evita a proliferação de doenças. Como efeito paralelo do saneamento básico, garante-se a preservação do meio ambiente.

III. O esgotamento sanitário adequado, a gestão dos resíduos sólidos urbanos e o manejo das águas pluviais urbanas contribuem para a preservação da natureza. No Brasil, o saneamento básico é um direito definido pela Lei nº. 11.445/2007 e assegurado pela Constituição.

Está(ão) CORRETO(S):
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1276Q911546 | Pedagogia, Teorias do desenvolvimento e da aprendizagem, Psicopedagogo, Prefeitura de Alhandra PB, EDUCA, 2024

Sobre a parceria Psicopedagogo e família, analise os itens a seguir e assinale a INCORRETA.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1277Q1015742 | Libras, Educação dos Surdos, Professor de Libras, Prefeitura de Juru PB, EDUCA, 2024

Na PRIMEIRA COLUNA está representada a concepção de visão clínica-patológica, na qual as capacidades do surdo são desvalorizadas. Já na SEGUNDA COLUNA, vemos a concepção sócio-antropológica, que compreende o sujeito por sua diferença e não por sua deficiência, bem como respeita sua língua e cultura.


A respeito das Representações sociais do Surdo, analise as alternativas e assinale a INCORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1278Q978666 | Sistemas Operacionais, Assistente Social, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Sobre os sistemas de arquivos FAT32, NTFS, ext4 e HFS+, analise as afirmativas a seguir:

I. O FAT32 é amplamente utilizado em dispositivos removíveis, mas possui limitação no tamanho máximo de arquivo.
II. O NTFS é o sistema padrão do Windows, suportando recursos avançados como permissões e criptografia.
III. O ext4 é um sistema usado principalmente em macOS.
IV. O HFS+ é o sistema de arquivos utilizado em dispositivos Apple.

Assinale a alternativa CORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1279Q975598 | História, História do Brasil, História, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Leia atentamente as colunas a seguir e relacione os acontecimentos históricos internacionais às suas repercussões no processo de consolidação do capitalismo monopolista no Brasil.

COLUNA A – Conflitos entre grandes potências.

1. Primeira Guerra Mundial (1914–1918). 2. Crise de 1929 e Grande Depressão. 3. Segunda Guerra Mundial (1939–1945). 4. Guerra Fria e polarização ideológica. 5. Neoliberalismo e reestruturação do capitalismo global (década de 1990).

COLUNA B – Impactos no Brasil.

( )Avanço da industrialização de base estatal, com forte nacionalismo econômico e criação de empresas como a Petrobras.
( )Adoção de políticas de contenção do Estado e privatizações de setores estratégicos, afetando a economia e o trabalho.
( )Estímulo à substituição de importações, devido à escassez de produtos europeus e norte-americanos.
( )Redução da exportação de café e aumento do desemprego urbano, com crise do modelo agroexportador.
( )Alinhamento diplomático com os EUA, fortalecimento do anticomunismo e repressão aos movimentos sociais.

Assinale a sequência CORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1280Q1014261 | Libras, Educação dos Surdos, Interprete de Libras, Câmara de Cajazeiras PB, EDUCA, 2023

Com base na Lei nº 12.319/2010 - Art. 7⁠º “O intérprete deve exercer sua profissão com rigor técnico, zelando pelos valores éticos a ela inerentes, pelo respeito à pessoa humana e à cultura do surdo e, em especial”:

I. Pela honestidade e discrição, protegendo o direito de sigilo da informação recebida.

II. Pela atuação livre de preconceito de origem, raça, credo religioso, idade, sexo ou orientação sexual ou gênero.

III. Pela imparcialidade e fidelidade aos conteúdos que lhe couber traduzir.

IV. Pela postura e conduta adequadas aos ambientes que frequentar por causa do exercício profissional.

V. pela solidariedade e consciência de que o direito de expressão é um direito social, independentemente da condição social e econômica daqueles que dele necessitem.

VI. Pelo conhecimento das especificidades da comunidade surda.

Estão CORRETOS:

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
Utilizamos cookies e tecnologias semelhantes para aprimorar sua experiência de navegação. Política de Privacidade.