Hugo é secretário de uma escola da rede estadual de
São Paulo. Recentemente, atendeu um estudante transexual que solicitou uma alteração em seu cadastro, a
fim de registrar seu novo prenome. Em dúvida sobre
quais procedimentos adotar, Hugo consultou o Decreto
no
55.588/2010 (que dispõe sobre o tratamento nominal
das pessoas transexuais e travestis nos órgãos públicos
do Estado de São Paulo e dá providências correlatas) e
concluiu, acertadamente, que
Assinale a alternativa que apresenta corretamente uma
competência específica traçada pelo Currículo Paulista
(2019) para a área de Linguagens, no ensino fundamental.
Qual das afirmações a seguir está mais alinhada com as
perspectivas de Mantoan (2003; citado por Trentin, 2008)
sobre a avaliação dos alunos com deficiência intelectual?
Considere a publicação Atendimento Educacional Especializado: deficiência física (2007), de autoria de Schirmer; Browning; Bersch; Machado para responder a questão:
As autoras, Schirmer e Bersch, esclarecem que Sistemas
de Comunicação Aumentativa e Alternativa (SCAA) são
os recursos, as estratégias e as técnicas que apoiam modos de comunicação existentes (fala reduzida e pouco
inteligível) ou substituem a fala.
Assinale a alternativa que apresenta um exemplo de recursos.
Assinale a alternativa que apresenta um exemplo de recursos.
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).
(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)
Sintagmas nominais são estruturas sintáticas compostas
por um substantivo e seus modificadores. No sintagma
nominal retirado do segundo parágrafo do texto “this
Information and Communication Technology-dominated
age”, o núcleo é
De acordo com a citação de Caldeira, in Bernardino
(2000), os graus de surdez são avaliados conforme perda
auditiva na zona conversacional do melhor ouvido.
Assinale a alternativa que corretamente aponta para perdas que caracterizam uma surdez moderada.
Assinale a alternativa que corretamente aponta para perdas que caracterizam uma surdez moderada.
Celma Domingues et al., em A Educação Especial na
perspectiva da inclusão escolar: os alunos com deficiência visual: baixa visão e cegueira (2010), afirmam
que o desempenho visual de uma pessoa com baixa
visão pode ser desenvolvido e ampliado de forma gradativa e constante, pois a eficiência da visão melhora na
medida do seu uso.
As autoras evidenciam a avaliação funcional do uso da visão como uma medida qualitativa eficiente que se refere, entre outras maneiras, ao uso
As autoras evidenciam a avaliação funcional do uso da visão como uma medida qualitativa eficiente que se refere, entre outras maneiras, ao uso
Read the text to answer question:
Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.
Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
In the excerpt from the first paragraph “The term L2 is
used in this text to refer to either a second or a foreign
language”, the terms in bold show the use of the paired
conjunctions “either … or”. Sentences with paired
conjunctions require parallel structures. Identify the
alternative containing both a correct pair of conjunctions
and correct parallel sentence structure.
Read the text and answer question:
A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom. While an ecosystem is a simple concept, there are a few things to keep in mind. Here are quick tips to get you started.
Tip #1. Go on language missions (gather and utilize resources).
The concept of exploring is at the center of attention here for good reason. Your mission (should you choose to accept it) is to find and gather resources that are potential candidates for your language ecosystem. It is not unlike going shopping for furniture, in that you want to find items that will match your personal preference and lifestyle in a natural way. As you search for items to “add” to your ecosystem, you will want to consider how well they function in your life or home.
You might be wondering how one begins a search to find resources. I primarily use search engines, social media, streaming video, and music to look for resources that might work. I am not the only one, however, who has learned to keep an eye out for resources. Since inviting many of my own friends to learn a language with me, many people now send me links to things I might like.
Tip #2: Join a language-learning network
Speaking of people, one of the most essential strategies in forming a language ecosystem is finding the right people to join you on your journey. I call this “forming a language learning network.” While fluent speakers are an excellent resource, I also find that fellow language learners, people who are learning the language just like me, are more patient conversation partners. Finally, I often find that people who share my same interests (say, French cooking, for example), can be excellent companions for listening and speaking practice.
(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help You Conquer Any Language. Edição do Kindle. Adaptado)
Uma atividade comunicativa usando a proposta de
Dixon é:
Marilena Chauí, em sua obra Boas-vindas à Filosofia,
caracteriza o conhecimento filosófico como um trabalho intelectual: “(...) é um trabalho porque, como todo
trabalho, produz alguma coisa; e é intelectual, porque é
realizado pelo intelecto ou pela razão, e produz ideias.
Esse trabalho intelectual (...) não se contenta em obter
respostas para as questões feitas, mas, além de exigir
que as próprias questões sejam válidas, exige também
que as respostas sejam verdadeiras, estejam relacionadas entre si, esclareçam umas às outras, formem conjuntos coerentes de ideias e significações, sejam provadas
e demonstradas racionalmente”.
Com a caracterização apresentada no excerto, Marilena Chauí tem por objetivo destacar que as reflexões filosóficas ocorrem de modo
Com a caracterização apresentada no excerto, Marilena Chauí tem por objetivo destacar que as reflexões filosóficas ocorrem de modo
Em sua obra Boas-vindas à Filosofia, Marilena Chauí
destaca a seguinte postura do fazer filosófico: “A Filosofia começa dizendo não às crenças e aos preconceitos
do dia a dia (...). Por isso começa dizendo que não sabemos o que imaginávamos saber. Esse foi o principal
ensinamento do patrono da Filosofia, Sócrates, quando
afirmou que começamos a buscar o conhecimento
verdadeiro apenas quando somos capazes de dizer:
‘Só sei que nada sei’”.
A máxima socrática referida no excerto é considerada fundamental para a
A máxima socrática referida no excerto é considerada fundamental para a
Danilo Marcondes, em seu livro Iniciação à história da
Filosofia: dos pré-socráticos a Wittgenstein, analisa a raiz
do liberalismo moderno e da noção de Estado. A partir da
filosofia de Locke, o autor afirma: “A sociedade resulta de
uma reunião de indivíduos, visando garantir suas vidas,
(...) e sua propriedade, ou seja, aquilo que pertence a
cada um. É em nome dos direitos naturais do homem que
o contrato social entre os indivíduos que cria a sociedade
é realizado, e o governo deve portanto comprometer-se
com a preservação destes direitos”.
Segundo Marcondes, os direitos naturais humanos, para Locke, consistem em
Segundo Marcondes, os direitos naturais humanos, para Locke, consistem em
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).
(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)
In the sentence taken from the second paragraph of the
text “It failed to develop a language learner who can
communicate properly in English”, the pronoun in bold
refers to “the previously adopted method”. Sometimes,
though, the pronoun it does not have a referent, and is
used to perform a grammatical function, as in “It is getting
late”. In this case, it is sometimes called dummy it or
empty it. The sentence in which the pronoun is used this
way is:
Pela Lei Brasileira de Inclusão (Lei nº
13.146/2015),
considera-se uma barreira qualquer entrave, obstáculo,
atitude ou comportamento que limite ou impeça a participação social da pessoa.
Na atualidade, pessoas com deficiências ainda encontram barreiras arquitetônicas, que, de acordo com a referida lei, são aquelas
Na atualidade, pessoas com deficiências ainda encontram barreiras arquitetônicas, que, de acordo com a referida lei, são aquelas
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).
(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)
A BNCC recomenda chamar a atenção para as semelhanças e diferenças entre a língua inglesa e a língua
portuguesa. Um modo de fazê-lo poderia ser destacar
cognatos e falsos cognatos. Das palavras a seguir, no
contexto do texto, o falso cognato encontra-se em
Segundo Coll, Palacios e Marchesi (2004), o paradigma
“teste → treinamento → reteste” é relevante na avaliação educacional de pessoas com deficiência intelectual
(à época do texto, referida como deficiência mental),
porque
Danilo Marcondes, em seu livro Iniciação à história da
Filosofia: dos pré-socráticos a Wittgenstein, aborda uma
das principais teses da filosofia aristotélica: “a virtude
está no meio (meson); por exemplo, o corajoso não é
aquele que nada teme, nem o que tudo teme, mas sim o
que tem uma dose certa de temor que é a cautela, sem
contudo perder a iniciativa, e evitando o excesso que
seria a temeridade”.
A tese aristotélica mencionada por Danilo Marcondes, no excerto, implica que a conduta ética deve
A tese aristotélica mencionada por Danilo Marcondes, no excerto, implica que a conduta ética deve
Read the text to answer question:
Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.
Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
Enquanto estratégias auxiliam a aquisição da língua
estrangeira, outros fatores interferem na aprendizagem.
Um desses fatores é a “transferência negativa” – a
aplicação inadequada de elementos da língua materna
na produção da língua sendo aprendida.
Assinale a alternativa em que pode ser observada transferência negativa na construção da frase.
Assinale a alternativa em que pode ser observada transferência negativa na construção da frase.
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.
If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
In the extract from the fourth paragraph “Appropriate
methodologies were to be used to attain the best possible
results”, the expression in bold may be substituted by the
following modal if meaning is to be preserved:
Read the paragraph and answer question:
William Shakespeare (23 April 1564 – 23 April 1616), who was an English playwright, poet and actor, is regarded as the greatest writer in the English language and one of the most famous in the history of humanity. He was very fond of creating words, of which Arch-villain is an example. He also created words by attaching prefixes or suffixes to existing phrases. In Romeo and Juliet, Shakespeare popped ‘un’ in front of ‘comfortable’ to create a word that’s now used every day by people around the world.
(https://www.shakespeare.org.uk/explore. Adaptado)
The extract from the text “who was an English playwright,
poet and actor” is being used as