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81Q978811 | Pedagogia, Professor Básico I, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

De acordo com o Art. 5º, § 1º da Lei nº 9.394/96 – LDB, O poder público, na esfera de sua competência federativa, deverá:

I. Recensear anualmente as crianças e adolescentes em idade escolar, bem como os jovens e adultos que não concluíram a educação básica.
II. Fazer-lhes a chamada pública.
III. Zelar, junto aos pais ou responsáveis, pela frequência à escola.
IV. Divulgar a lista de espera por vagas nos estabelecimentos de educação básica de sua rede, inclusive creches, por ordem de colocação e, sempre que possível, por unidade escolar, bem como divulgar os critérios para a elaboração da lista.
V. Garantir aos pais, aos responsáveis e aos estudantes acesso aos resultados das avaliações de qualidade e de rendimento escolar nas instituições de ensino, diretamente realizadas por ele ou em parceria com organizações internacionais.

Estão CORRETOS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

82Q978812 | Pedagogia, Currículo Teoria e Prática, Professor Básico I, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Para a implementação da educação inclusiva é fundamental adotar estratégias que promovam a equidade, acesso e o envolvimento de todos os estudantes, respeitando suas diferenças e necessidades individuais, além de utilização de diferentes estratégias.
Sobre estratégias utilizadas para promoção da educação inclusiva, atribua:

1. Inclusão. 2. Estímulo à criatividade e resolução de problemas. 3. Colaboração e trabalho em equipe. 4. Aprendizado prático e experiencial.

( )Esse tipo de aprendizado permitindo que os estudantes aprendam conceitos complexos de forma concreta e interativa. Isso é especialmente benéfico para os estudantes com diferentes estilos de aprendizagem, tornando o processo de ensino mais acessível e envolvente.
( )Nessa aprendizagem, a robótica pode ser adaptada para atender às necessidades dos estudantes com deficiências físicas, visuais ou auditivas. Por exemplo, estudantes com deficiência visual podem utilizar robôs programas acessíveis com comandos de voz ou braile, enquanto estudantes com deficiência motora podem programar robôs através de dispositivos adaptados.
( )Essa aprendizagem desenvolve o pensamento crítico, a resolução de problemas e habilidadesessenciais para o desenvolvimento de todos os estudantes, independentemente de suas habilidades. Os desafios e projetos podem ser adaptados para atender às necessidades e interesses de cada estudante, promovendo a inclusão e a diversidade;
( )Essa abordagem promove o exercício de colaboração, permitindo que os estudantes trabalhem juntos para alcançar objetivos comuns. Isso ajuda a promover a inclusão social, a empatia e o respeito mútuo entre os estudantes, criando um ambiente escolar mais inclusivo e acolhedor.

A sequência CORRETA é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

83Q978813 | Português, Professor Básico I, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

O gênero textual oral é uma forma de comunicação que se baseia na oralidade, ou seja, na fala. É um tipo de gênero que se diferencia dos gêneros escritos, como textos literários, artigos científicos e cartas, por exemplo.
São exemplos de Gêneros Textuais Orais, EXCETO:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

84Q978814 | Português, Professor Básico I, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

São consideradas estratégias de leitura e compreensão do texto:

I. Reconhecer e determinar as ideias principais. II. Sumariar a informação. III. Efetuar inferências sobre o texto IV. Gerar questões sobre o texto. V. Monitorar a compreensão (metacognição).

Estão CORRETAS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

85Q978815 | Pedagogia, Principais Autores, Professor Básico I, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Sobre as contribuições conjuntas das teorias de Piaget e Vygotsky, analise as alternativas e assinale a INCORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

86Q978816 | Filosofia, Geografia, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Sobre a história do pensamento geográfico e os fundamentos que contribuíram para a constituição da Geografia como ciência, analise as afirmativas a seguir:

I. A filosofia foi essencial na formação do pensamento geográfico, oferecendo um embasamento conceitual para as ciências, por meio da reflexão abstrata e geral sobre o conhecimento.

II. A consolidação da geografia como disciplina científica se deu a partir do século XVIII, quando houve um aumento na quantidade de conhecimento e no número de instrumentos técnicos disponíveis.

III. As teorias geográficas são independentes das demais áreas do saber e não utilizam conceitos emprestados de outras ciências.

IV. Os pensadores pré-socráticos, principalmente das escolas Jônica, Itálica e Eleata, influenciaram abase filosófica da geografia ao proporem reflexões sobre a natureza.

Estão CORRETAS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

87Q978817 | Geografia, Geografia, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Sobre as categorias analíticas do pensamento geográfico e sua construção teórica, analise as afirmativas abaixo:

I. O espaço geográfico é concebido como produção humana, resultante do movimento da sociedade sobre a natureza, estruturado por objetos e práticas sociais.

II. Espaço e lugar são categorias interligadas. O espaço surge na medida em que conhecemos e atribuindo alguma importância e o lugar representasse a formação de uma teia de articulação do espaço. O lugar para a abordagem cultural da geografia advém do espaço na medida em que o ser humano age intencionalmente em torno das experiências dofenômeno.

III. Na visão lógica positivista, o espaço é interpretado a partir da distância como variável independente, permitindo análises sobre localização, fluxos e hierarquias. Outra categoria analítica da ciência geográfica em evidência é a paisagem. Esta é referenciada para o entendimento do sentido de percepção do espaço. A paisagem é uma maneira de ver, compor e harmonizar o mundo externo em cena; uma unidade visual.

IV. Os primeiros a pensarem a ideia de paisagem na geografia foram Humboldt, Ritter e Vidal de La Blache. A paisagem surgiu numa concepção romântica de mundo, observada em sua estética como objeto de contemplação dos seres humanos no cenário visual.

Estão CORRETAS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

88Q978818 | Geografia, Geografia Econômica, Geografia, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Analise as afirmações sobre as fases do processo de industrialização brasileira conforme descrito no texto:

I. No Período Colonial (1530–1808), a Coroa Portuguesa proibiu o estabelecimento de indústriasmanufatureiras na colônia para evitar concorrência com os produtos metropolitanos.

II. Na fase das Primeiras Fábricas (1808–1930), Início da industrialização, mas ainda focado na exportação de café.

III. Durante o Governo Vargas (1930–1956), o Estado incentivou a indústria leve de consumo e desestimulou a indústria pesada, mantendo forte dependência de importações.

IV. Na fase de Juscelino Kubitschek até hoje (a partir de 1956), houve estímulo à indústria automobilística e à entrada de capital estrangeiro, consolidando a abertura econômica.

Estão CORRETAS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

89Q978819 | Geografia, Geografia Econômica, Geografia, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Com base nas diferentes fases do processo de industrialização no Brasil, analise as afirmações a seguir:

I. A substituição de importações, impulsionada pela crise de 1929 e pela Segunda Guerra Mundial, favoreceu a produção interna e marcou um avanço na industrialização nacional.

II. Governos como o de Getúlio Vargas (1930-1945) criaram medidas de incentivo, como protecionismo e grandes empresas estatais, que fortaleceram a indústria.

III. A industrialização brasileira manteve-se constante e acelerada durante os anos 1980, consolidando-se como uma das mais avançadas da América Latina.

IV. Na década de 1990, com o neoliberalismo, houve privatizações e um crescimento do setor de serviços em detrimento da indústria.

Estão CORRETAS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

90Q978820 | Geografia, Regionalização Brasileira, Geografia, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

A Paraíba é um estado com notável diversidade natural, possuindo relevo que inclui planícies litorâneas, depressões e planalto da Borborema. Essa configuração topográfica influencia diretamente seus tipos de clima, que variam entre litoral úmido e interior semiárido. Com base nisso, julgue as assertivas:

I. A Paraíba é um dos estados brasileiros que formam a região Nordeste do Brasil. Situado entre o Ceará, o Rio Grande do Norte e Pernambuco, o estado é composto pelas formas de relevo que caracterizam a Depressão Sertaneja e o Planalto da Borborema, além da planície litorânea a leste.

II. A economia paraibana é liderada pelo setor terciário, seguido da indústria, sobretudo da construção civil e da produção de couros e de calçados. Na agricultura, a cana-de-açúcar se sobressai.

III. Dois tipos climáticos são predominantes na Paraíba: o semiárido, que se distribui na porção ocidental do estado, e o tropical quente e úmido, que se concentra principalmente nas regiões próximas ao litoral.

IV. A Paraíba está inserida em três unidades morfológicas. A primeira delas, que corresponde às terras ocidentais, é a Depressão Sertaneja. A segunda é o Planalto da Borborema, que se estende pela porção leste do estado e por uma faixa litorânea próxima ao Rio Grande do Norte.

Estão CORRETAS:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

91Q978821 | Geografia, Geografia, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

A população é um dos principais indicadores para a compreensão das dinâmicas sociais, econômicas e territoriais de um estado. No caso da Paraíba, fatores como urbanização, migração e desigualdade regionalinfluenciam significativamente sua distribuição demográfica. A análise populacional permite compreender melhor os desafios e potencialidades do estado no planejamento de políticas públicas.
De acordo com as informações obtidas no site do IBGE a População Estimada em 2024 do estado é:
Assinale a alternativa CORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

92Q978822 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


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

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

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


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

93Q978823 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


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

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

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


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to text 1, what is native-speakerism mainly based on?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

94Q978824 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


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

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

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


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Based on Text 1, which institutions contributed to the creation of the native-speaker model, according to Phillipson?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

95Q978825 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


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

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

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


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

96Q978826 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


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

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

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


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

97Q978827 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


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

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

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

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


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
What does Text 2 suggest about the status of grammar in today’s school curriculum?
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98Q978828 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


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

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

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

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


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
According to Text 2, what was the first grammar book of the English language?
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  3. ✂️
  4. ✂️
  5. ✂️

99Q978829 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


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

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

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

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


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

100Q978830 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


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

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

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

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


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