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1001Q994049 | Português, Orações subordinadas adverbiais Causal, Agente de Pesquisas, IBGE, SELECON, 2023

Texto associado.

Leia o Texto 2:

Nasa quer ampliar parceria com Brasil no monitoramento da Amazônia


A agência espacial americana (Nasa) quer ampliar a parceria com o Brasil no monitoramento do desmatamento da floresta amazônica e em ações de preservação. O administrador da Nasa, Bill Nelson, se reuniu com o presidente Luiz Inácio Lula da Silva, nesta segunda-feira (24), no Palácio do Planalto, em Brasília, para tratar da cooperação aeroespacial entre Brasil e Estados Unidos.

A embaixadora dos Estados Unidos no Brasil, Elizabeth Frawley Bagley, também presente na reunião, disse que, em breve, Lula deve conversar com o presidente Joe Biden sobre os assuntos tratados no encontro de hoje. A assessoria da Presidência confirmou que o telefonema entre os dois presidentes deve ocorrer, provavelmente, esta semana.

"Os nossos satélites já mandam muitas imagens e informações aos cientistas aqui no Brasil para localizar a destruição da floresta e nós lançaremos, futuramente, três novos satélites que vão aumentar, e muito, a habilidade de poder identificar e impedir o desmatamento", disse Bill Nelson à imprensa após o encontro.

O administrador da Nasa lembrou que, há 37 anos, fez um sobrevoo no espaço e conseguiu observar a destruição da floresta e a sedimentação na foz do Rio Amazonas, resultado do desmatamento.

Em outro exemplo de possível parceria, Nelson explicou que a agência espacial tem instrumentos que podem ajudar a aumentar a produtividade no campo, que identificam a umidade do terreno e do ar e detectam pragas.

Amanhã (25), Bill Nelson visitará as instalações do Instituto Nacional de Pesquisas Espaciais (Inpe) e da Embraer, em São Paulo. A visita do americano ao Brasil será seguida de reuniões de acompanhamento entre os cientistas dos dois países.

A ministra da Ciência, Tecnologia e Inovação, Luciana Santos, explicou que qualquer tipo de parceria no monitoramento das florestas depende do aval das autoridades científicas que acompanham a política aeroespacial brasileira, que podem apontar a real necessidade de utilização desses equipamentos e sistemas e a viabilidade de cruzamento de informações.

Ela lembrou que, em breve, deve entrar em operação um novo radar sintético que possibilitará a captação de imagens através das nuvens e que o Inpe "continua firme e forte fazendo o dever de casa" na qualificação de informações para o combate ao desmatamento na Amazônia. "Mas, a princípio, nós temos total simpatia, tudo que tiver de avanço tecnológico para poder garantir o melhor monitoramento da nossa floresta, nós estamos à disposição", disse.

O interesse do Brasil é que as autoridades americanas observam as potencialidades da indústria brasileira na área espacial. "Nós temos empresas com capacidade de produção para fornecer para a Nasa, também equipamentos na indústria aeroespacial, então é um pouco essa troca que nós queremos estabelecer na visita do presidente da Nasa ao Inpe", explicou a ministra Luciana Santos.


Fonte: https://www.jb.com.br/ciencia-e-tecnologia/2023/07/1045014-nasa-querampliar-parceria-com-brasil-no-monitoramento-da-amazonia.html. Acesso em 06/09/2023

Em “Mas, a princípio, nós temos total simpatia, tudo que tiver de avanço tecnológico para poder garantir o melhor monitoramento da nossa floresta, nós estamos à disposição” (8º período), o conector destacado veicula o sentido de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1002Q916758 | Educação Física, Modalidades Esportivas, Mato Grossensses, Prefeitura de Nova Mutum MT, SELECON, 2024

Entre as funções psicomotoras, uma se destaca por compreender a consciência das partes do corpo, bem como a percepção do próprio corpo como um todo, seja em movimento ou em repouso. Tal função é denominada de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1003Q976920 | Administração Geral, Assistente Administrativo, ION de Niterói RJ, SELECON, 2025

A organização é a função da administração responsável pela distribuição de recursos e de tarefas pelos integrantes da empresa e pelo estabelecimento da comunicação e da coordenação destes. Assim, na função de organização, a obrigação e o dever de uma pessoa de executar um conjunto de tarefas ou de atividades organizacionais pelas quais responda estão relacionados ao conceito de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1004Q1074458 | Artes Cênicas, Linguagem e Encenação Teatral, Licenciatura em Educação Artística Arte, Prefeitura de Cuiabá MT, SELECON, 2023

A ação teatral pode ser pensada tendo em vista a dramaturgia e o personagem. Em dramaturgia, ela significa:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1005Q1024283 | Inglês, Vocabulário Vocabulary, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No primeiro parágrafo do texto, a expressão “buzz word” é definida como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1006Q878108 | Saúde Pública, Políticas Públicas de Saúde no Brasil, Costureiro, SADMS, SELECON, 2024

As ações de atenção à vigilância em saúde têm na Política Nacional de Vigilância em Saúde (PNVS) um referencial normativo. É definido como um princípio da PNVS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1007Q1024284 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho: “It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own.”, o termo em destaque classifica-se como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1009Q994083 | Administração Geral, Abordagem Sistêmica da Administração, Tecnologia de Informação e Comunicação, IBGE, SELECON, 2023

Carlos trabalha com inovação no IBGE e verificou que o processo de difusão tecnológica tem sua velocidade medida pela evolução do número total de adotantes ao longo do tempo no universo potencial de usuários. Dessa forma, Carlos constata que esse ritmo de difusão normalmente apresenta uma curva em formato:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1010Q976165 | Português, Segundo Semestre, CEFETRJ, SELECON, 2025

Texto associado.
Leia o texto a seguir para responder à questão:


É lista de compra do mercado, vídeos de cachorros fofos, os episódios da sua série ou podcast favoritos... É tanta coisa ao redor que fica quase impossível vencer a procrastinação, uma atitude comum e totalmente humana. Difícil é encontrar uma única pessoa que não tenha adiado a realização de alguma tarefa pelo menos uma vez na vida. Mas uma pesquisadora está tentando ajudar quem sofre disso, principalmente as pessoas que têm vários problemas no trabalho, nos estudos e até na vida pessoal e familiar por causa disso.

Fuschia Sirois, professora de psicologia da Universidade de Durham, na Inglaterra, estuda há 20 anos a procrastinação. Ela já ouviu tantas histórias comoventes que agora está publicando um guia baseado em pesquisa, oferecendo insights e estratégias práticas para lidar com isso. "Eu falo muito em público e recebo e-mails após as palestras, pessoas cujas vidas são prejudicadas pela procrastinação, elas não podem seguir em frente com seus objetivos, está afetando sua saúde e elas estão desesperadas por qualquer tipo de conselho", disse ao site The Guardian.

"Há muitos conselhos e opiniões sobre o assunto, o que não ajuda", disse Sirois. Frases como "Você é preguiçoso, vá fazer um curso de gerenciamento de tempo" não ajudam. Na verdade, de acordo com ela, os procrastinadores precisam entender melhor qual é a origem do problema para resolvê-lo. Eles também devem parar de se culpar por procrastinar e serem mais gentis consigo mesmos. Sirois explica que a procrastinação entre os estudantes é preocupantemente alta. "Estima-se que entre 80 e 95% dos novos alunos procrastinam pelo menos uma vez ou mais, mas 50% dos alunos procrastinam cronicamente e isso é um problema real". Para ela, a procrastinação nunca foi uma coisa boa, apesar de alguns pesquisadores argumentarem sobre os benefícios da "procrastinação positiva".

Sirois afirma: "Embutido na definição de procrastinação está que você atrasa desnecessariamente e voluntariamente uma tarefa importante, apesar de saber que as consequências são prejudiciais. Como isso pode ser positivo?"


Adaptado de De VivaBem, em São Paulo 07/08/2022 16h10
No trecho "É lista de compra do mercado, vídeos de cachorros fofos, os episódios da sua série ou podcast favoritos..." (parágrafo 1, linha 1), a palavra em destaque está no:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1011Q885812 | Enfermagem, Fundamentos e Procedimentos de Enfermagem, Técnico de Enfermagem, SADMS, SELECON, 2024

A higiene é um elemento fundamental no autocuidado do paciente hospitalizado que, por muitas vezes, necessita da assistência da equipe de enfermagem. Em relação ao paciente acamado, é recomendado o banho de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1012Q869193 | Segurança e Saúde no Trabalho, Normas Regulamentadoras de Ministério do Trabalho e Emprego, Costureiro, SADMS, SELECON, 2024

A ergonomia no trabalho da costureira é parte importante para evitar afastamento por lesão.


Para isso, o item cadeira de trabalho deve:

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1013Q1082959 | Raciocínio Lógico, Equivalência Lógica e Negação de Proposições, Agente Comunitário de Saúde Macrorregião, Prefeitura de Lucas do Rio Verde MT, SELECON, 2025

Dizer que “Aline joga vôlei ou Micael não joga vídeo game” é logicamente equivalente a dizer que:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1014Q1022057 | Inglês, Preposições Prepositions, Edital n 2, Prefeitura de Sapezal MT, SELECON, 2024

Texto associado.

TEXT:


Making homework count

By Stephanie Hirschman

October 8, 2024



Homework and independent study can make a massive contribution to students’ progress, particularly when classes don’t meet daily, or students aren’t living, working or studying in anglophone environments. There are several issues to consider when setting homework.

Why students are doing homework is a fundamental question which can cover a wide spectrum of reasons. The most obvious is that it offers both teachers and students a chance to check on learning and identify areas for further review and consolidation. Exam preparation courses make use of homework to consolidate and accelerate learning and deliver results. Finally, some institutions require teachers to set homework and some clients, for example parents, believe that a course with homework offers better value for money.

Whatever the reason behind setting homework, be clear with students about how they’ll benefit from the assignment, how to do it effectively, how long they should spend on it and how it will be marked.

The homework that many people expect from a language course is “more of the same” exercises, that is, those that offer extra opportunities to practice grammar or vocabulary from the lesson.

It is also possible to bring in practice from other online or print sources, but this can sometimes be problematic, especially for lower levels. Make sure that the resource you choose maps onto the lesson content without placing extra demands on students, for example, by introducing a completely different context or topic with unfamiliar vocabulary to practice a grammar point. You also need to make sure that terminology is consistent – students who are expecting to practice present continuous may not recognize that it is also called present progressive. With lower levels, go over the instructions and/or demonstrate one of the exercises so they know how to get started.

It's worth mentioning here that flipped learning may also be a useful approach to homework. This is where students preview part of the lesson plan (like a reading or listening task) or research a general topic independently before class in order to maximize opportunities for communicative activities during the lesson.

Other types of homework include semi-controlled practice of target language. Students could write personal sentences including vocabulary items or grammatical structures from the class – note that they may need training to do this. A sentence like, “The milk went off,” is not as effective for learning as, “We had no milk for the coffee this morning – it went off because we didn’t put it in the fridge last night.” You may wish to provide some question or example prompts as support.

An unusual and motivating type of speaking homework is a personalized bingo game. Students create their own bingo card, which might be a 4x4 grid. In each cell, they write a key word or structure from the lesson that they wish to practice during the next few days. They carry the card around in their pocket, and every time they use an item of target language, they can tick it off, aiming to complete a line. This is especially suitable for students who are living, working or studying in anglophone environments. Teachers can monitor progress regularly and even offer small prizes.

The question of what teachers actually do with homework also has multiple possible responses, which will depend on the teaching context. At one end of the spectrum, if there is good buy-in from the students, teachers may only need to point them towards a selected set of “more of the same” exercises and make sure the answers are accessible for self-checking. Make it clear that you welcome questions if anything isn’t clear and test regularly to check understanding.

Whatever choices you make about homework, here’s one final tip. It’s best to complete assignments the day after receiving them and not on the same day. Research on spaced repetition shows that reviewing information after around 24 hours, “just before you forget it,” is the most effective way to boost retention.


Adapted from: https://www.linguahouse.com/blog/post/makinghomework-count

Acesso em 25/10/2024

No trecho: “Make sure that the resource you choose maps onto the lesson content without placing extra demands on students…”, a preposição onto foi usada para expressar:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1015Q1022058 | Inglês, Verbos Verbs, Edital n 2, Prefeitura de Sapezal MT, SELECON, 2024

Texto associado.

TEXT:


Making homework count

By Stephanie Hirschman

October 8, 2024



Homework and independent study can make a massive contribution to students’ progress, particularly when classes don’t meet daily, or students aren’t living, working or studying in anglophone environments. There are several issues to consider when setting homework.

Why students are doing homework is a fundamental question which can cover a wide spectrum of reasons. The most obvious is that it offers both teachers and students a chance to check on learning and identify areas for further review and consolidation. Exam preparation courses make use of homework to consolidate and accelerate learning and deliver results. Finally, some institutions require teachers to set homework and some clients, for example parents, believe that a course with homework offers better value for money.

Whatever the reason behind setting homework, be clear with students about how they’ll benefit from the assignment, how to do it effectively, how long they should spend on it and how it will be marked.

The homework that many people expect from a language course is “more of the same” exercises, that is, those that offer extra opportunities to practice grammar or vocabulary from the lesson.

It is also possible to bring in practice from other online or print sources, but this can sometimes be problematic, especially for lower levels. Make sure that the resource you choose maps onto the lesson content without placing extra demands on students, for example, by introducing a completely different context or topic with unfamiliar vocabulary to practice a grammar point. You also need to make sure that terminology is consistent – students who are expecting to practice present continuous may not recognize that it is also called present progressive. With lower levels, go over the instructions and/or demonstrate one of the exercises so they know how to get started.

It's worth mentioning here that flipped learning may also be a useful approach to homework. This is where students preview part of the lesson plan (like a reading or listening task) or research a general topic independently before class in order to maximize opportunities for communicative activities during the lesson.

Other types of homework include semi-controlled practice of target language. Students could write personal sentences including vocabulary items or grammatical structures from the class – note that they may need training to do this. A sentence like, “The milk went off,” is not as effective for learning as, “We had no milk for the coffee this morning – it went off because we didn’t put it in the fridge last night.” You may wish to provide some question or example prompts as support.

An unusual and motivating type of speaking homework is a personalized bingo game. Students create their own bingo card, which might be a 4x4 grid. In each cell, they write a key word or structure from the lesson that they wish to practice during the next few days. They carry the card around in their pocket, and every time they use an item of target language, they can tick it off, aiming to complete a line. This is especially suitable for students who are living, working or studying in anglophone environments. Teachers can monitor progress regularly and even offer small prizes.

The question of what teachers actually do with homework also has multiple possible responses, which will depend on the teaching context. At one end of the spectrum, if there is good buy-in from the students, teachers may only need to point them towards a selected set of “more of the same” exercises and make sure the answers are accessible for self-checking. Make it clear that you welcome questions if anything isn’t clear and test regularly to check understanding.

Whatever choices you make about homework, here’s one final tip. It’s best to complete assignments the day after receiving them and not on the same day. Research on spaced repetition shows that reviewing information after around 24 hours, “just before you forget it,” is the most effective way to boost retention.


Adapted from: https://www.linguahouse.com/blog/post/makinghomework-count

Acesso em 25/10/2024

Dentre as frases abaixo, todas retiradas do texto, a que contém um verbo no modo imperativo é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1016Q918636 | Geografia, Relevo, Fiscal Ambiental, Prefeitura de Sinop MT, SELECON, 2025

Entre os diversos agentes externos que podem modificar o relevo, destaca-se a água, que pode provocar erosão. Quando essa erosão ocorre devido à ação dos rios que escavam leitos, formam vales, removem porções do solo, podendo provocar desmoronamentos, é conhecida como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1017Q905582 | Veterinária, Fiscal Estadual Agropecuário, IAGROMS, SELECON, 2024

Salmonella é uma bactéria que pode causar intoxicação alimentar em seres humanos e, em casos raros, pode levar a graves infecções e até mesmo à morte. São exemplos de sorovares de importância para a saúde animal, porém que não afetam a saúde humana:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1019Q912251 | Odontologia, Código de Ética Odontológica, Auxiliar de Consultório Dentário, Prefeitura de Nova Mutum MT, SELECON, 2023

Constitui infração ética quanto ao relacionamento do profissional (equipe odontológica) com o paciente:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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