ID: 1017478•
Libras•
Aspectos Linguísticos da Língua Brasileira de Sinais•
VUNESP•
SEDUCSP•
Educação Especial Deficiência Auditiva•
2025

Observe o exemplo que Elidéa Bernardino (Absurdo ou lógica: os surdos e sua produção linguística, 2000) fornece comparando o que é português sinalizado (PS) e o que é Libras (Li):

Frase: Eu não tenho dinheiro: estou duro!
PS: [EU NÃO TER DINHEIRO, ESTAR DURO]
Li: [DINHEIRO TER-NÃO DURO] (expressão facial de bochechas chupadas).

Com base na autora, assinale a alternativa que exemplifica corretamente uma produção em português sinalizado.

ID: 1014775•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2018•
2025

De acordo com Almeida et. Al (2015), o ensino do português como segunda língua para surdos deve ser realizado

ID: 1014791•
Libras•
Aspectos Linguísticos da Língua Brasileira de Sinais•
VUNESP•
SEDUCSP•
QM 2023•
2025

Em relação ao uso de adjetivos, segundo Felipe (2007), 53. Observe a imagem a seguir: “em português, quando uma pessoa se refere a um objeto como sendo arredondado, quadrado, listrado, está também descrevendo. Mas, na Libras, esse processo é mais ‘transparente’, porque o formato ou a textura são traçados no espaço ou no corpo do emissor, em uma tri dimensionalidade permitida pela modalidade da língua”.

Na Libras, em relação à colocação dos adjetivos na frase, eles geralmente vêm

ID: 1019941•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2020•
2025

Read the text and answer question.


A new age has dawned in additional language teaching methodology which directly reflects wider changes in the world. In the corresponding sea-change in educational philosophy, Content and Language Integrated Learning (CLIL) presents an opportunity and a threat to accepted language teaching practice. As with immersion, formal language instruction remains integral to most CLIL models. But for this to be synchronous to subject teaching through an additional language, curricular and methodological adjustment is often required.

The ways in which content and language are integrated influence decision-making on how each is handled within the model. For example, this may be through language-learning preparation before the CLIL course, language learning embedded in the CLIL course, or language learning parallel to the CLIL course.

A useful starting point is to consider the content of learning. The concept of what constitutes content in a CLIL context is much more flexible than selecting a discipline from a traditional school curriculum such as geography, music, biology or physics. Whilst curricular subjects such as these might be appropriate for some CLIL programmes, contextual variables such as teacher availability, language support, age of learners and the social demands of the learning environment may mean that a different choice of content is more appropriate. In other words: what exactly is meant by ‘content’ in CLIL will depend on the context of the learning institution.

However, the crucial point here is that, no matter whether issues concerning the content or the language are more dominant at a given point, neither must be subsumed or the interrelationship between the two ignored.


(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
Taking into account both the first sentence of the text and what we know about the concepts that support the CLIL methodology, it is correct to state that CLIL represents

ID: 1020046•
Espanhol•
Interpretação de Texto Comprensión de Lectura•
VUNESP•
SEDUCSP•
QM 2018•
2025

Según Kulikowski y Gónzález (1999), uno de los primeros desafíos con que se encuentran los profesores de español es la imagen inicial que el alumno brasileño suele tener de que se trata de una lengua que

ID: 1019874•
Espanhol•
Acentuação El Acento Y La Tilde•
VUNESP•
SEDUCSP•
Promoção do QM 2022•
2025

Lea el siguiente texto para responder la cuestione.

Procrastinar es el hábito de posponer las actividades importantes para dedicar el tiempo a tareas más entretenidas, pero menos relevantes. Hasta no hace muchos años, procrastinación era una palabra que no conocía casi nadie fuera del ámbito de la psicología y otras disciplinas dedicadas a estudiar el comportamiento humano. En los últimos años, sin embargo, se ha difundido a gran velocidad. Tal vez porque la vida moderna, tan cargada de distracciones y estímulos nuevos, nos hace cada vez más procrastinadores.

Es necesario tener en cuenta que, según diversos estudios, el 20% de los adultos se autoperciben como procrastinadores crónicos, porcentaje que aumenta hasta el 50% en la población estudiantil. A tal punto que muchos trabajos aluden al llamado “síndrome del estudiante”: la tendencia a comenzar las tareas lo más tarde posible, tras desperdiciar mucho tiempo en el comienzo del plazo asignado, y llegar a la fecha límite sometido a elevados niveles de estrés.

Si bien no es un trastorno, los niveles elevados de procrastinación se asocian con problemas más importantes, como un aumento en el estrés y la ansiedad, bajo rendimiento escolar y laboral y el empeoramiento de algunas enfermedades. Así lo explica, por ejemplo, un artículo publicado en 2013 por investigadores canadienses. De acuerdo con los autores de este trabajo, además, las causas no hay que buscarlas tanto en la pereza o en la mala gestión del tiempo. Al contrario, su origen radica en problemas para la regulación de las emociones. “La procrastinación tiene mucho que ver con la reparación del estado de ánimo en el corto plazo”, explica el texto. Por ello, se trata de un proceso irracional, dado que la prioridad de sentirse bien en el momento presente se impone por sobre las consecuencias negativas que – la propia persona lo sabe – deberá asumir su yo futuro.

Científicos alemanes, en 2018, descubrieron que el origen de la procrastinación podría hallarse en unas conexiones cerebrales débiles. Tras escanear los cerebros de 264 personas a las que también encuestaron acerca de sus hábitos dilatorios, llegaron a la conclusión de que los procrastinadores tienen más grande la amígdala, una estructura cerebral que procesa las emociones y controla la motivación. Según este trabajo, estas personas tienen mayores dificultades para eludir las emociones y distracciones, y debido a eso posponen su actividad. Todo lo cual viene a corroborar la idea de que no se trata de desgana ni de desorden en el manejo del tiempo: la clave de la procrastinación se halla en el control de las emociones.

(https://www.eldiario.es)
La secuencia que contiene dos palabras que se distinguen del portugués por la posición de su sílaba tónica es

ID: 1019883•
Espanhol•
Pronomes Pronombres•
VUNESP•
SEDUCSP•
Promoção do QM 2022•
2025

En enunciados del tipo “Me inclino por comprar el mueble ese”, el componente “ese” se desempeña como un

ID: 1019886•
Espanhol•
Verbos Verbos•
VUNESP•
SEDUCSP•
Promoção do QM 2022•
2025

El enunciado en que un verbo unipersonal, también llamado impersonal, se utiliza en sentido figurado es

ID: 1014785•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2023•
2025

Damázio (2007) destaca questões importantes sobre o atendimento educacional especializado (AEE) que envolve o ensino de Libras.

Para a autora, o AEE com o uso de Libras

ID: 1014788•
Libras•
Aspectos Linguísticos da Língua Brasileira de Sinais•
VUNESP•
SEDUCSP•
QM 2023•
2025

Conforme afirmam Quadros e Karnopp (2004), os articuladores primários das línguas de sinais são

ID: 1019931•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2020•
2025

Read the text to answer question.


Different times, different methods


Current teaching practice is the direct result of the acquisition-versus-learning debate. Also, both abstract theory and practical techniques have been discussed, have gone in and out of fashion, and have influenced what was and is included in classrooms and teaching materials.

In the 1990s, for example, there was considerable discussion about the Lexical Approach. In the 1970s, methods such as the Silent Way were advocated, and although they may not be used much any more – certainly not as they were originally envisaged – still some of the techniques they included have been incorporated into modern teaching practice.

Amongst the plethora of ideas and techniques which have been offered over the years, some trends have had, and continue to have a significant impact on how languages are taught today.


(HARMER, J. 1998. Adaptado.)
The excerpt from the second paragraph “certainly not as they were originally envisaged” is being used as

ID: 1019999•
Espanhol•
Pronomes Pronombres•
VUNESP•
SEDUCSP•
QM 2023•
2025

El uso de “lo” en la construcción “Lo listas que son esas personas” permite

ID: 1020002•
Espanhol•
Pronomes Pronombres•
VUNESP•
SEDUCSP•
QM 2023•
2025

El enunciado en que se usa el pronombre “se” para enfatizar una acción es

ID: 1019770•
Espanhol•
Verbos Verbos•
VUNESP•
SEDUCSP•
Espanhol•
2025

Considerando los rasgos comunes que el gerundio tiene con otras categorías gramaticales, el enunciado en que este funciona como un adverbio es

ID: 1020039•
Inglês•
Verbos Verbs•
VUNESP•
SEDUCSP•
QM 2023•
2025

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

ID: 1020055•
Espanhol•
Ensino de Língua Espanhola•
VUNESP•
SEDUCSP•
QM 2018•
2025

El Método Directo es ampliamente reconocido por

ID: 1020070•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2019•
2025

Read the text to answer question.

Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use.


In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others.


AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available.


Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers.


(https://theconversation.com. Adaptado)

According to the first and second paragraphs,

ID: 1018802•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2019•
2025

Campos (2014), In: Lacerda e Santos (2014), apresenta dois tipos de inclusão dos Surdos: a bilíngue/cultural e a bilíngue intercultural.
De acordo com a autora, o modelo bilíngue/cultural é aquele em que

ID: 1014742•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
Promoção do QM 2022•
2025

Almeida et al. (2015) citam que o objetivo da proposta ____________ é de garantir ao aluno surdo um desenvolvimento cognitivo-linguístico _____________ desenvolvimento de ouvintes da mesma ____________________, a partir ____________________ e em convivência com seus pares surdos para a construção e a valorização da identidade surda e assegurar a aprendizagem da língua majoritária como segunda língua, na companhia harmoniosa dos ouvintes.
Assinale a alternativa que completa, correta e respectivamente, as lacunas do excerto.

ID: 1019925•
Inglês•
Vocabulário Vocabulary•
VUNESP•
SEDUCSP•
QM 2018•
2025

The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

The key elements of CLIL lesson plans are:

Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Homophones are words that sound the same but differ in meaning or spelling. Identify the alternative containing homophones.
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