De acordo com o texto de Omote (em Rodrigues; Capellini e Santos, 2014), a formação de professores no contexto da inclusão é considerada fundamental, porque o professor
Questões de Concursos
filtre e encontre questões para seus estudos.
Read the text to answer question.
All teachers, whether at the start of their careers or after some years of teaching, need to be able to try out new activities and techniques. It is important to be open to such new ideas and take them into the classroom.
But such experimentation will be of little use unless we can then evaluate these activities. Were they successful? Did the students enjoy them? Did they learn anything from them? How could the activities be changed to make them more effective next time?
One way of getting feedback is to ask students simple questions such as ‘Did you like that exercise? Did you find it useful?’ and see what they say. But not all students will discuss topics like this openly in class. It may be better to ask them to write their answers down and hand them in.
Another way of getting reactions to new techniques is to invite a colleague into the classroom and ask him or her to observe what happens and make suggestions afterwards. The lesson could also be videoed.
In general, it is a good idea to get students’ reactions to lessons, and their aspirations about them, clearly stated. Many teachers encourage students to say what they feel about the lessons and how they think the course is going. The simplest way to do this is to ask students once every fortnight, for example, to write down two things they want more of and two things they want less of. The answers you get may prove a fruitful place to start a discussion, and you will then be able to modify what happens in class, if you think it appropriate, in the light of your students’ feelings. Such modifications will greatly enhance the teacher’s ability to manage the class.
Good teacher managers also need to assess how well their students are progressing. This can be done through a variety of measures including homework assignments, speaking activities where the teacher scores the participation of each student, and frequent small progress tests. Good teachers keep a record of their students’ achievements so that they are always aware of how they are getting on. Only if teachers keep such kinds of progress records can they begin to see when teaching and learning has or has not been successful.
(Harmer, Jeremy. How to teach English. Londres: Longman, 1998)
The suffix -ed that forms the ending of the past and past
participle of regular verbs has 3 possible pronunciations:
/t/, /d/, /id/. In the following examples, the alternative in
which the pronunciation of the regular verb in the past or
past participle is /d/ is
Borges (2020), ao apresentar sua obra, destaca que,
nas políticas nacionais em prol da educação inclusiva,
o atendimento educacional especializado (AEE) ganha
protagonismo e é considerado
Considere a afirmação:
Se 10 é um número par, então os múltiplos de 10 são números pares.
Uma afirmação logicamente equivalente a essa é:
Al analizar los pronombres “nos” y “las” de la sentencia
“Tus llaves nos las van a entregar mañana” se advierte
que
De acordo com a classificação de Santarosa (1997), citada por Galvão (2005), sobre as diferentes formas de
utilização das Tecnologias da Informação e Comunicação
(TIC) como Tecnologia Assistiva (TA), assinale a alternativa que representa uma das áreas de aplicação das TIC.
Com base nos apontamentos de Freitas, apresentados
na obra organizada por Baptista e Jesus (2011), sobre a
Política Nacional de Educação Especial na Perspectiva
da Educação Inclusiva (2008), assinale a alternativa que
melhor expressa a proposta dessa política.
Góes e Campos (em Lacerda e Santos, 2014) afirmam que a Libras não é a tradução da língua portuguesa, ou seja, não se trata de português sinalizado.
Isso significa dizer que
Leia a descrição a seguir:
Mão direita horizontal aberta, palma para cima, dedos separados e curvados. Movê-los em direção ao corpo, duas vezes.
(Capovilla e Raphael, 2005)
Assinale a alternativa que apresenta o verbo correspondente ao sinal em Libras descrito.
Observe la siguiente interacción:
– Tengo un hambre que no te cuento.
– Pero, por favor, si acabamos de almorzar.
El operador “por favor” del parlamento expresa
Macedo (2008) discute sobre várias modalidades das deficiências físicas congênitas, bem como a relação entre “Deficiência e Cultura”.
Considerando essa discussão, assinale a alternativa que melhor expressa a concepção do autor sobre os fatores que influenciam a construção da identidade da pessoa com deficiência.
Victor (em Baptista; Caiado e Jesus, 2010) aponta que, para Vygotsky, uma das principais limitações da educação tradicional direcionada a crianças com deficiência envolve
De acordo com Victor (em Baptista; Caiado e Jesus, 2010), as concepções de Vygotsky revelam a sua preocupação em livrar-se de um olhar biologizante sobre a deficiência para pôr em seu lugar um olhar
Um dos pontos focais da elaboração do Currículo Paulista:
etapa Ensino Médio consiste na
Leia a descrição a seguir:
Mão direita horizontal aberta, palma para baixo, dedos para frente, na altura da cintura.
(Capovilla e Raphael, 2005)
Assinale a alternativa que apresenta a palavra correspondente ao sinal em Libras descrito.
O documento Currículo Paulista: etapa ensino médio (2020) aponta como um dos pontos focais de sua elaboração
Douglas é uma criança cega que está iniciando os primeiros contatos com a escrita em braille. Para a sua aprendizagem, será necessário trabalhar requisitos específicos, que segundo Amorim e Alves (2008), referem-se a
Em relação ao desenvolvimento da criança cega, Lima (2018) destaca que, quando recebe os estímulos adequados e o apoio necessário nos primeiros anos de vida, a criança cega alcança, aos 4 anos, um desenvolvimento muito próximo ao de uma criança com visão normal. Dessa forma, a sua participação na escola torna-se essencial para garantir um desenvolvimento social e acadêmico adequado.
Segundo a autora, os principais aspectos a serem observados no desenvolvimento da criança cega são:
Segundo a autora, os principais aspectos a serem observados no desenvolvimento da criança cega são:
Em relação à trajetória histórica da inclusão social, Omote (em Rodrigues; Capellini e Santos, 2014) afirma que
Read the text to answer question.
Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar.
This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem1 .
As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid.
(Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.
In the fragment from the text “As you move forward
in developing a lifestyle that incorporates language
learning”, the word in bold may be replaced with no
change in meaning or structure by: