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


1301Q957171 | Direito Penal, Contrabando Penal, Guarda Municipal, Prefeitura de Niterói RJ, SELECON, 2025

O Código Penal (Decreto Lei nº 2.848, de 07 de dezembro de 1940) elenca, no capítulo II do título XI da Parte especial, um rol de crimes comuns praticados por qualquer pessoa contra a administração em geral, sendo assim:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1302Q918790 | Português, Interpretação de Textos, Administração Escolar, Prefeitura de Sinop MT, SELECON, 2025

Texto associado.
Leia o texto a seguir:


Inteligência artificial consegue decifrar o que dizem textos de papiros históricos


Com uma nova técnica, a inteligência artificial ajudou a decifrar papiros e mais textos antigos.


Para que uma inteligência artificial (IA) seja usada para determinada função, ela é treinada, por meio de experiências, para que as máquinas adquiram conhecimentos e possam se adaptar às condições e desempenhar tarefas como os seres humanos. Seu uso pode ser infinito e nos mais variados campos. Como por exemplo, essa inteligência artificial que conseguiu decifrar o que dizem os textos de papiros históricos.

Isso é algo que revoluciona todo o setor e traz vários dados inéditos sobre o passado. Com essa inteligência artificial, os especialistas foram capazes de decifrar os papiros de Herculano que foram queimados durante a erupção do Vesúvio em 79 d.C.

Além desse feito, outras coisas que puderam ser decifradas por essa tecnologia foram o grande arquivo a respeito dos reinados de 27 reis coreanos, que viveram entre os séculos XIV e XX, e as tabuinhas de Creta, esculpidas com uma escrita complexa chamada “Linear B”.

No caso dos papiros de Herculano, uma técnica de desenrolamento virtual foi criada. Ela consegue escanear os papiros, através de uma tomografia de raios X, e mapear cada camada. Depois que isso é feito, essa técnica o desenrola em uma imagem plana.

A IA vem para fazer a distinção da tinta com a base de carbono, que é invisível nas digitalizações porque tem a mesma densidade do papiro. É assim que a inteligência artificial ajuda a decifrar essas folhas.

Conseguir fazer isso é um grande passo no estudo da história da humanidade. Tanto que, no começo de 2024, três pesquisadores foram premiados com 700 mil dólares por terem conseguido produzir 16 colunas de texto claramente legíveis. Também existiu uma competição internacional nesse tema que foi capaz de desvendar letras, palavras e sentenças inteiras dos textos que foram carbonizados.

“Nesse momento você realmente pensa: ‘Agora estou vivenciando algo que constituirá um momento histórico para minha área'”, afirmou Federica Nicolardi, papirologista da Universidade Federico II de Nápoles.
A inteligência artificial ter ajudado a decifrar os papiros é uma nova porta para que a leitura de outros textos, antes inacessíveis, também possa acontecer. Alguns exemplos são os que estão escondidos nas encadernações de livros medievais ou nas bandagens envolvendo múmias antigas.


Fonte:https://www.fatosdesconhecidos.com.br/inteligencia-artificial-consegue-decifrar- o-que-dizem-textos-de-papiros-historicos/?fbclid=IwY2xjawHrhCxleHRuA2FlbQIxM QABHQzDWydLSnLeth9FB7XB-xjaek38BWgtmEE2d3uZbFDpn9AxXKWmHkg
“No caso dos papiros de Herculano, uma técnica de desenrolamento virtual foi criada. Ela consegue escanear os papiros, através de uma tomografia de raios X, e mapear cada camada. Depois que isso é feito, essa técnica o desenrola em uma imagem plana” (4º parágrafo). Esse trecho estabelece uma determinada relação com todo o contexto precedente. Essa relação é de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1303Q957190 | Legislação de Trânsito, Guarda Municipal, Prefeitura de Niterói RJ, SELECON, 2025

O Código de Trânsito Brasileiro estabelece que conduzir um veículo com elementos de identificação violados ou falsificados é uma infração gravíssima. Além disso, de acordo com a lei citada, é necessário observar que:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1304Q994074 | Sistemas Operacionais, Tecnologia de Informação e Comunicação, IBGE, SELECON, 2023

João chegou ao IBGE e o supervisor de pesquisas pediu para ele indicar um sistema operacional de código aberto para uso desktop, multitarefa e multiusuário. João prontamente indicou o:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1305Q1024282 | Inglês, Ensino da Língua Estrangeira Inglesa, 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 do texto: “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”, pode-se concluir que ao realizar tal tarefa, o aluno estará exercitando a habilidade comunicativa que envolve:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1306Q994076 | Redes de Computadores, Tecnologia de Informação e Comunicação, IBGE, SELECON, 2023

Sua equipe de trabalho no IBGE pediu para que você identificasse o protocolo e a página que podem ser visualizados na seguinte URL: http://www.ibge.gov.br/estatisticas.
Você identificou, respectivamente:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1307Q1024286 | 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
Na frase: “Nonetheless, it is possible to flip an ELT classroom, with some adjustments...”, podemos substituir o termo em destaque, sem prejuízo de significado, por:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1308Q994080 | Segurança da Informação, Tecnologia de Informação e Comunicação, IBGE, SELECON, 2023

Rita e sua equipe estão trabalhando com gestão de riscos e constataram que, segundo Sommerville (2021), o processo de gerenciamento de riscos pode ser definido em quatro etapas: identificação de riscos, análise de riscos, planejamento de riscos e monitoração de riscos. A lista priorizada de riscos e os planos de contingência são elaborados, respectivamente, nas etapas de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1309Q898593 | Geografia, Professor de Geografia, Prefeitura de Campo Novo do Parecis MT, SELECON, 2024

Hoje, a Amazônia não é mais mera fronteira de expansão de forças exógenas nacionais ou internacionais, mas sim uma região no sistema espacial nacional, com estrutura produtiva própria e múltiplos projetos de diferentes atores.
BECKER, Bertha. Geopolítica da Amazônia. Revista Estudos Avançados, 2005.

Nas últimas décadas, a Amazônia brasileira tornou-se um ponto central em discussões tanto no Brasil quanto no exterior, principalmente porque a/o:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1310Q892708 | Enfermagem, Técnico em Enfermagem, Prefeitura de Água Boa MT, SELECON, 2024

A vigilância que visa conhecer, detectar ou prevenir qualquer mudança nos fatores determinantes e condicionantes do ambiente que interferem na saúde humana; recomendar e adotar medidas de prevenção e controle dos fatores de risco, relacionados às doenças e a outros agravos à saúde, prioritariamente, a vigilância da qualidade da água para consumo humano, ar e solo; e também prevenir desastres de origem natural ou provocados por substâncias químicas, por acidentes com produtos perigosos, por fatores físicos ou ainda no ambiente de trabalho, denomina-se:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1311Q994087 | Governança de TI, COBIT, Tecnologia de Informação e Comunicação, IBGE, SELECON, 2023

Laura precisa utilizar duas estruturas de governança de Tecnologia da Informação, uma direcionada para os requisitos do negócio e outra com foco no gerenciamento de serviços de TI. Nesse caso, Laura utilizará, respectivamente:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1312Q912220 | Biblioteconomia, Auxiliar de Biblioteca, Prefeitura de Nova Mutum MT, SELECON, 2023

A Classificação Decimal Universal (CDU) foi criada a partir da CDD e apresenta algumas semelhanças com relação à divisão do conhecimento. A classe 0 (zero) na CDU corresponde à seguinte categoria:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1313Q976223 | Medicina, Médico, Prefeitura de Lucas do Rio Verde MT, SELECON, 2025

Náuseas e vômitos representam manifestações de diversas condições clinicas que podem levar a distúrbios hidroeletrolíticos, broncoaspiragao, piora funcional e desnutrição, sendo indicada a hospitalização na hipótese de:

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1314Q912229 | Biblioteconomia, Catalogação, Auxiliar de Biblioteca, Prefeitura de Nova Mutum MT, SELECON, 2023

Sabe-se que os documentos arquivísticos apresentam fases documentais. Aqueles que já não são utilizados com frequência e são mantidos por razões administrativas ou legais são conhecidos como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1315Q889716 | Odontologia, Técnico de Consultório Odontológico, Prefeitura de Sapezal MT, SELECON, 2024

Dentre os agentes biológicos patogênicos mais comuns na prática odontológica, capazes de causar doenças, está o patógeno que sobrevive por mais de uma semana, em pequena quantidade de sangue seco e em temperatura ambiente, que se denomina:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1316Q1022069 | Inglês, Palavras Conectivas Connective Words, Professor de Letras Inglês, Prefeitura de Campo Novo do Parecis MT, SELECON, 2024

Texto associado.
TEXT:

Four Key Language Skills: Speaking, Listening, Reading, and Writing
Discover how these skills interconnect and contribute to language proficiency, communication, and personal development

Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.
While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.
Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.
In conclusion, the four key language skills - speaking, listening, reading, and writing - each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.


Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp Acesso em 21/10/2024

Na frase: “While each of these four language skills holds significance on its own, their importance is interconnected”, o conectivo while pode ser substituído, sem prejuízo the significado, por:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1317Q1022070 | Inglês, Vocabulário Vocabulary, Professor de Letras Inglês, Prefeitura de Campo Novo do Parecis MT, SELECON, 2024

Texto associado.
TEXT:

Four Key Language Skills: Speaking, Listening, Reading, and Writing
Discover how these skills interconnect and contribute to language proficiency, communication, and personal development

Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.
While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.
Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.
In conclusion, the four key language skills - speaking, listening, reading, and writing - each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.


Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp Acesso em 21/10/2024

No trecho: “For instance, strong listening skills aid in developing accurate pronunciation”, a expressão em destaque expressa a ideia de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1318Q893051 | Odontologia, Fiscal, CROMT, SELECON, 2024

De acordo com o Art. do Código de Ética do CRO-MT (Resolução CFO - n.º 118/2012), é permitido ao cirurgião-dentista:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1319Q1071494 | Filosofia, Conceitos Filosóficos, Contador, Câmara de Várzea Grande MT, SELECON, 2023

O conceito de causalidade expressa uma relação entre um:

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

1320Q916617 | Música, Teclado, Piano e Viola Caipira, Prefeitura de Nova Mutum MT, SELECON, 2024

Ponteado é o termo que representa o toque com a mão direita (ou esquerda se for canhoto) nas cordas da viola caipira. Pode-se afirmar que na viola caipira, geralmente, o dedo:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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