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1082Q878005 | Saúde Pública, Políticas Públicas, Auxiliar de Serviços Hospitalares, SADMS, SELECON, 2024

A Constituição Federal determina que a sociedade deve participar da gestão do sistema de saúde. Nesse sentido, existe um órgão instalado, em caráter permanente e deliberativo, composto por representantes do governo, prestadores de serviço, profissionais de saúde e usuários. Sua função é a de atuar na formulação de estratégias e no controle da execução da política de saúde na instância correspondente, inclusive nos aspectos econômicos e financeiros. Trata-se, portanto, de uma atribuição:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1083Q892856 | Direito Administrativo, Cargo, Assistente Administrativo, CORENRR, SELECON, 2024

Na apuração de irregularidade, o empregado pode receber afastamento preventivo determinado pela autoridade instauradora do processo disciplinar. Essa medida é adotada:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1084Q891595 | Turismo, Técnico em Turismo, Prefeitura de Sapezal MT, SELECON, 2024

O uso dos símbolos nacionais nos eventos precisa estar em consonância com as normas de precedência. Dessa forma, em um evento empresarial que terá as bandeiras do país, do estado, da cidade e da empresa promotora, elas deverão estar dispostas na panóplia na seguinte ordem:
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  2. ✂️
  3. ✂️
  4. ✂️

1085Q891599 | Turismo, Técnico em Turismo, Prefeitura de Sapezal MT, SELECON, 2024

Aorganização do turismo no mundo conta com a participação de órgãos públicos e privados, da capacitação de mão de obra à formulação de políticas e outras demandas. A opção que descreve corretamente um desses órgãos e suas respectivas atribuições é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1086Q898511 | Biologia, Classificação biológica, Edital nº 2, Prefeitura de Sapezal MT, SELECON, 2024

Chordata > Mammalia > Cingulata > Chlamyphoridae > Tolypeutinae > Priodontes > P. maximus Tatu-bola: Animalia > Chordata > Mammalia > Cingulata > Chlamyphoridae >Tolypeutinae > Tolypeutes > T. tricinctus A partir dessas informações, é possivel dizer que as duas espécies:"> Os esquemas a seguir mostram as principais categorias taxonômicas a que pertencem duas espécies de tatus:

Tatu-canastra: Animalia > Chordata > Mammalia > Cingulata > Chlamyphoridae > Tolypeutinae > Priodontes > P. maximus

Tatu-bola: Animalia > Chordata > Mammalia > Cingulata > Chlamyphoridae >Tolypeutinae > Tolypeutes > T. tricinctus

A partir dessas informações, é possivel dizer que as duas espécies:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1087Q916688 | Música, Acorde, Violão Clássico/Contrabaixo/Guitarra, Prefeitura de Nova Mutum MT, SELECON, 2024

A cifra do acorde Ab7 9b possui as seguintes notas:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1088Q864724 | Matemática, Área Alimentação, Padeiro e Motorista de Transporte Escolar, Prefeitura de Lucas do Rio Verde MT, SELECON, 2024

De uma lista contendo os nomes de 20 pessoas, um gerente deve escolher dois nomes. O primeiro nome ocupará o cargo de supervisor, e o segundo exercerá o cargo de agente administrativo. O número máximo de maneiras diferentes desse gerente fazer essas escolhas é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1089Q869338 | Pedagogia, Teorias do desenvolvimento e da aprendizagem, Inspetor de Alunos, Prefeitura de São Gonçalo RJ, SELECON, 2024

As teorias da aprendizagem são princípios, conceitos e pressupostos elaborados para explicar o processo de aprender. Uma delas enfatiza o papel ativo do aluno na construção do seu próprio conhecimento, defendendo que a aprendizagem é um processo interno, no qual os indivíduos atribuem significado às suas experiências por meio de interações, reflexões e assimilação de novas informações em seus esquemas cognitivos existentes. Nessa abordagem, o desenvolvimento da inteligência ocorre de forma gradual, através de estágios ou períodos, marcados pelo surgimento de novas formas de organização do pensamento. Essa concepção está associada à teoria conhecida como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1091Q1058050 | Português, Sintaxe, Auxiliar, CBM MT, SELECON, 2025

Texto associado.
Leia o texto a seguir:


Produção global de vinho em 2024 pode atingir menor volume desde 1961


Organização culpou as mudanças climáticas pela brusca queda


Uma estimativa publicada nessa segunda-feira (2) pela Organização Internacional da Vinha e do Vinho (OIV) informou que a produção global da bebida poderá cair neste ano ao nível mais baixo desde 1961.


De acordo com o relatório da entidade, a brusca queda foi impulsionada pelas condições climáticas adversas, principalmente a seca extrema que atingiu diversas regiões do planeta.


"Os desafios climáticos nos dois hemisférios são, mais uma vez, as principais causas dessa redução no volume de produção mundial", disse a OIV.


Em relação ao ano de 2023, que foi considerado fraco pelos profissionais da área, a produção em 2024 deverá cair mais de 2%. Além disso, a quantidade representa uma redução de 13% em comparação com a média da última década.


Segundo as projeções da OIV, com base nas colheitas de 29 nações que representam 85% da produção anual de vinho, os números deste ano estão estimados entre 227 e 235 milhões de hectolitros, o menor volume colhido desde 1961 (220 milhões).


Fonte: https://www.jb.com.br/economia/2024/12/1053215-producao-global-de-vinho-em-2024-pode-atingir-menor-volume-desde-1961.html. Acesso em: 08 dez. 2024. Texto adaptado
“Uma estimativa publicada nessa segunda-feira (2) pela Organização Internacional da Vinha e do Vinho (OIV) informou que a produção global da bebida poderá cair neste ano ao nível mais baixo desde 1961” (1º parágrafo). Em termos sintáticos, o trecho destacado é classificado como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1092Q1069575 | Filosofia, Conceitos Filosóficos, Procurador Jurídico, Câmara de Rondonópolis MT, SELECON, 2024

Pesquisadores da indústria X não utilizam animais em seus laboratórios para teste de novos produtos cosméticos e/ou dermatológicos, valendo-se de outros recursos nesse sentido.

Nesse caso, a não utilização do uso de animais para teste de produtos a serem desenvolvidos pela referida indústria, ante a possibilidade de sofrimento a esses seres vivos, configura uma opção relacionada à:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1093Q1069576 | Filosofia, Conceitos Filosóficos, Procurador Jurídico, Câmara de Rondonópolis MT, SELECON, 2024

No século passado, o filósofo francês Michel Foucault (1926- 1984) estudou como o fenômeno do poder se manifesta nas sociedades modernas. Ele afirmava que o poder estava em toda parte, não por englobar tudo, mas sim porque provinha de todos os lugares. Para Foucault, os poderes que se espalham pelas mais diversas intuições da vida social, exercidos por uma gama imensa de pessoas que cumprem as normas estabelecidas pela sociedade, são os:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1094Q994075 | Informática, Tecnologia de Informação e Comunicação, IBGE, SELECON, 2023

Pedro recebeu de outro colega de trabalho, por e-mail, três arquivos com extensão avi, gif e rar. Nesse caso, ele imediatamente identificou esses arquivos como sendo, respectivamente:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1095Q878108 | 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. ✂️

1096Q1024287 | Inglês, Aspectos Linguísticos Linguistic Aspects, 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
As vogais podem representar diferentes fonemas na língua inglesa. Dentre as palavras abaixo, todas retiradas do texto, aquela na qual a vogal /i/ tem como representação fonética o símbolo /ai/ é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1097Q1024288 | 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
Analisando o trecho: “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”, a expressão idiomática que pode ser usada para se referir a este tipo de aluno é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1098Q1058081 | Português, Sintaxe, Combatente, PM SE, SELECON, 2025

Texto associado.
Leia o texto a seguir:


As células do cérebro não envelhecem


Hoje eu quero contar para vocês sobre um estudo inovador realizado na Columbia University, que confirma que as células cerebrais não envelhecem.

Na verdade, o que se descobriu é que você tem exatamente o mesmo número de células nervosas (ou neurônios) quando jovem.

Isso foi admitido inclusive como certo pelo diretor do Instituto Nacional de Saúde dos EUA.

Eles provaram que o cérebro pode continuar criando novos neurônios para sempre.

Portanto, a velha teoria de que cérebros humanos não podem construir novos neurônios cai por terra!

Então, por que ocorre o declínio mental?

O que ocorre, na verdade, é que não é o número de células do seu cérebro que diminui, mas sim o número de células-tronco cerebrais e os vasos sanguíneos que as alimentam que diminuem.

Os cientistas da Columbia estudaram cérebros doados por pessoas idosas que morreram de causas naturais. Eles descobriram que os cérebros dos idosos tinham a mesma quantidade de novos neurônios que os jovens.

Além disso, eles também encontraram um número menor de células-tronco inativas, ou "quiescentes", em uma área do cérebro ligada à resistência cognitivo-emocional.

Trata-se das nossas forças de reserva que alimentam nossa capacidade de aprender e se adaptar. [...]


Fonte: https://www.jb.com.br/colunistas/saude-e-alimentacao/2024/11/1053100-ascelulas-do-cerebro-nao-envelhecem.html. Texto adaptado. Acesso em 27/11/2024
“Os cientistas da Columbia estudaram cérebros doados por pessoas idosas que morreram de causas naturais” (8º parágrafo). Nesse trecho, a oração destacada é classificada como subordinada:
  1. ✂️
  2. ✂️
  3. ✂️
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1099Q876092 | Raciocínio Lógico, Merendeira, Prefeitura de São Gonçalo RJ, SELECON, 2024

Joana e Silvia demoraram o mesmo tempo para realizar, cada uma delas, uma tarefa. Se Joana iniciou o serviço às 10h25min e terminou às 13h10min, então, Silvia que começou às 11h30min, terminou de realizar a sua tarefa às:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1100Q1022057 | 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. ✂️
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