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Questões de Concursos FME de Niterói RJ

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


41Q1019863 | Espanhol, Interpretação de Texto Comprensión de Lectura, Professor II Língua Espanhola, FME de Niterói RJ, COSEAC, 2024

Lea las siguientes citas y responda lo que se pregunta.


Fragmento I:

“La globalización mata la noción de solidaridad, devuelve el hombre a la condición primitiva de cada uno por sí, como si volviéramos a ser animales de selva, reduce las nociones de moralidad pública y particular a casi nada.” (Milton Santos, 2007, p. 148).

Fragmento II:

“Los humanistas quieren convencernos de que la globalización es una convivencia amplia, cuando de hecho no lo es. En vez de comprender el globo de manera diversal, con varios ecosistemas, varios idiomas, varias especies y varios reinos, como dicen, cuando ellos hablan en “globalizar”, lo que está diciendo es “unificar”. Están diciendo moneda única, lengua única, mentes pocas. La globalización para los humanos no existe, lo que existe para ellos es la historia del eurocentrismo - de la centralidad, de la unicidad.” (Santos, Antônio Bispo, 2023, p. 31).

Relacionando los fragmentos anteriores, se entiende que la inclusión del conocimiento local en la clase de español ocurre, EXCEPTO al:

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

42Q1019868 | Espanhol, Interpretação de Texto Comprensión de Lectura, Professor II Língua Espanhola, FME de Niterói RJ, COSEAC, 2024

Lea el poema a continuación y responda lo que se pregunta.
XIV
Ninguna palabra nunca ningún discurso -ni Freud, ni Martí- sirvió para detener la mano la máquina del torturador. Pero cuando una palabra escrita en el margen en la página en la pared sirve para aliviar el dolor de un torturado, la literatura tiene sentido.
(Cristina Peri Rossi) Adaptado de https://pontesoutras.wordpress.com/2019/03/01/6- poemas-da-uruguaia-cristina-peri-rossi-por-leticia-pilger/ Accedido en el 28/12/2023

Según el poema de la uruguaya Cristina Peri Rosi, la literatura tiene la función de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

43Q1023114 | Inglês, Voz Ativa e Passiva Passive And Active Voice, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.

Read Text 1 and answer question.


TEXT 1


English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.


Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.


However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.


BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.

In “For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education [...]”, the verb in bold is
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

44Q1023123 | Inglês, Verbos Verbs, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.
Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
The modal verb in “It is possible that a particular method may be imposed on teachers by others.” can be replaced by ______ without significantly changing the meaning of the sentence:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

45Q1019860 | Espanhol, Interpretação de Texto Comprensión de Lectura, Professor II Língua Espanhola, FME de Niterói RJ, COSEAC, 2024

La literacidad (Street, 2014) se entiende por:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

46Q1023120 | Inglês, Interpretação de Texto Reading Comprehension, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.
Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
The authors claim that teachers consider procedures more relevant than methods when preparing their lessons. It happens because of
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

47Q1019867 | Espanhol, Interpretação de Texto Comprensión de Lectura, Professor II Língua Espanhola, FME de Niterói RJ, COSEAC, 2024

Lea el siguiente texto y responda lo que se pregunta.
Los nadies
Sueñan las pulgas con comprarse un perro y sueñan los nadies con salir de pobres, que algún mágico día llueva de pronto la buena suerte, que llueva a cántaros la buena suerte; pero la buena suerte no llueve ayer, ni hoy, ni mañana, ni nunca, ni en lloviznita cae del cielo la buena suerte, por mucho que los nadies la llamen y aunque les pique la mano izquierda, o se levanten con el pie derecho, o empiecen el año cambiando de escoba.
Los nadies: los hijos de nadie, los dueños de nada. Los nadies: los ningunos, los ninguneados, corriendo la liebre, muriendo la vida, jodidos, rejodidos:
Que no son, aunque sean. Que no hablan idiomas, sino dialectos. Que no hacen arte, sino artesanía. Que no practican cultura, sino folklore. Que no son seres humanos, sino recursos humanos. Que no tienen cara, sino brazos. Que no tienen nombre, sino número. Que no figuran en la historia universal, sino en la crónica roja de la prensa local. Los nadies, que cuestan menos que la bala que los mata.
Fuente: Galeano, E. El libro de los abrazos. Montevideo, Uruguay: Ediciones del Chanchito, 1999.
A partir de la interpretación del poema de Galeano, se infiere que el uso repetido de la partícula sino indica:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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