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Q80939 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Pedagogia

Assunto: Temas Educacionais Pedagógicos

A preparação geral para o trabalho e, facultativamente, a habilitação profissional poderão ser desenvolvidas nos próprios estabelecimentos de ensino médio ou em cooperação com instituições especializadas em educação profissional. A educação profissional técnica de nível médio será desenvolvida nas seguintes formas: I - articulada com o ensino médio; II - subsequente, em cursos destinados a quem já tenha concluído o ensino médio. Segundo o disposto na Lei nº 9.394/96, dos itens acima:

A Apenas o item I está correto.

B Apenas o item II está correto.

C Ambos os itens estão incorretos.

D Ambos os itens estão corretos.

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Q80938 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Direito Constitucional

Assunto: Conceito de Criança e Adolescente e Prioridades

Complete a lacuna corretamente com base no Estatuto da Criança e Adolescente: Art. 13: Os casos de suspeita ou confirmação de castigo físico, de tratamento cruel ou degradante e de maus-tratos contra criança ou adolescente serão obrigatoriamente comunicados ao ____________________________ da respectiva localidade, sem prejuízo de outras providências legais.

A Juizado especial da Unesco.

B Conselho Tutelar.

C Juizado Municipal.

D Conselho Municipal de Segurança.

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Q80937 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Pedagogia

Assunto: Principais Autores

“Henri Wallon (1879 – 1962) defendeu o desenvolvimento intelectual dentro de uma cultura mais humanizada, diferente dos métodos tradicionais (que priorizam a inteligência e o desempenho em sala de aula). A proposta walloniana propõe uma abordagem que sempre considere a criança como um todo.” O trecho acima:

A Está totalmente correto.

B Está totalmente incorreto.

C Possui apenas a primeira frase correta.

D Possui apenas a última frase correta.

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Q80936 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Português

Assunto: Ortografia

Assinale a alternativa em que todas as palavras estão acentuadas corretamente:

A Pólen / íons.

B Joqueí / tunéis.

C Armazéns / bicéps.

D Facíl / cadáver.

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Q80935 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Português

Assunto: Problemas da língua culta

Analise o uso das letras G e J: (__) Logista; (__) Enrijecer; (__) Berinjela; (__) Miragem. Assinale (V) quando a palavra estiver grafada corretamente e (F) quando grafada incorretamente:

A V-F-F-V.

B V-V-V-F.

C F-V-V-V.

D F-F-V-V.

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Q78441 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Inglês

Assunto: Artigos | Articles

Read the following fragment, and then, choose the alternative with the right synonyms according to the given context: “I carried him to tire myself, the way some people rush into activity when their plans fail. If I sometimes recognized this, I blamed my Aunt Lilian who had brought me up to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the pleasures of the body, and had, as a result, made me feel guilty now.” (A woman of my age. Bawden, Nina.)

A “I carried him to make me happy, the way some people rush into activity when their plans fail. If I sometimes recognized this, I loved my Aunt Lilian who had raised me to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the gifts of the body, and had, as a result, made me feel guilty now.”

B “I carried him to make me loved, the way some people rush into activity when their plans fail. If I sometimes recognized this, I pleased my Aunt Lilian who had taught me to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the pains of the body, and had, as a result, made me feel guilty now.”

C “I carried him to make me weary, the way some people rush into activity when their plans fail. If I sometimes recognized this, I failed with my Aunt Lilian who had gave me up to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the sins of the body, and had, as a result, made me feel guilty now.”

D “I carried him to make me weary, the way some people rush into activity when their plans fail. If I sometimes recognized this, I found fault with my Aunt Lilian who had raised me to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the enjoyments of the body, and had, as a result, made me feel guilty now.”

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Q78439 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Inglês

Assunto: Artigos | Articles

Read the following fragment and give a comprehension to the phrasal verb “cheer up”: “She was very disappointed, but faced up bravely to the situation. In fact, when Chris, Sara, Michael and I visited her in hospital, so, that was she who cheered us up and made us laugh! I think that year we were making up for the limitations of the one before.” (Life, love and laughter. Horne, Molly. Braunton)

A “The possession, use, or occupancy of anything with satisfaction or pleasure.”

B “To become less sad or to make someone feel less sad.”

C “To criticize someone or something, often after deliberately looking for mistakes.”

D “The use or possession of something that is satisfying or beneficial.”

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Q78438 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Inglês

Assunto: Ensino da Língua Estrangeira Inglesa

“All PCN, - National Curriculum Parameters - themes are supposed to be taught as cross-curricular themes, although ‘CPCCT’, - cultural plurality as a cross-curricular theme, - is the theme that receives the most emphasis within the FL (foreign language) curriculum where it is given a three-page text. The other themes are not discussed as specifically as CPCCT. The reason given for the emphasis is: ‘The cross-curricular theme of Cultural Plurality deserves special treatment due to the fact that FL teaching gives great support to this question.’ (Brazil, 1998a: 48, my translation) The document also states that ‘This theme can be focused on with the aim of demystifying the homogenous understanding of specific cultures that involve typical generalizations in FL classrooms, for instance, that the English or the French are ‘this or that way’. (Brazil, 1998a: 48, my translation)” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira) In this context, we can reflect that:

A “Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination can be reduced if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going by teaching and some specific aspects of grammar tasks and written traditions in a right spelling.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

B “Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about high class cultural approach and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination keep growing if children and adults are taught about cultural aspects from those different cultural and economic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

C “Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement cannot be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity will be achieved by learning about children’s culture and its behaviors; c) that prejudice and discrimination keep growing if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

D “Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination can be reduced if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

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Q78436 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Inglês

Assunto: Interpretação de texto | Reading comprehension

According to Brazilian PCN, it should become important to remember that:

A “Languages and codes are by definition dynamic and situated in space and time, with all the historical, sociological and anthropological implications that this notion brings with it. It is likewise pertinent to consider the relations with the social and production practices and the students’ inclusion as citizens in a literate and symbolic world. Contemporary production is essentially symbolic in nature and social life requires the mastery of languages as tools for communication and negotiation of meanings/sense.”

B “In countries where many different languages are spoken, English is often used as an official language to help people communicate”

C “To encourage students to think about how the American upper class is now part of an international upper class, and the way those atop the class hierarchy in this country connect with those in the upper classes around the world.”

D “Some 93% of children between the ages of 3 and 18 are in education in state-funded schools without charge. Since 1998, there have been two main types of maintained (state funded) school: Academy schools, established by the 1997-2010 Labor Government to replace poorly-performing community schools in areas of high social and economic deprivation. Their start-up costs are typically funded by private means, such as entrepreneurs or NGOs, with running costs met by Central Government and, like Foundation schools, are administratively free from direct local authority control; Community schools (formerly county schools), in which the local authority employs the schools' staff, owns the schools' lands and buildings, and has primary responsibility for admissions.”

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Q78435 AMEOSC - 2017 - Prefeitura de Barra Bonita - SC - Professor de Inglês

Ano: 2017

Órgão: Prefeitura de Barra Bonita - SC

Banca: AMEOSC

Matéria: Inglês

Assunto: Artigos | Articles

In the following context, how can you replace the verb “enroll” in the options below? “The interviews presented in this article are a portion of a data set from a larger study in which I surveyed 177 students enrolled in a first-year college writing course at a rural, midsize Midwestern state university, asking about their uses of digital tools for nonacademic reading and writing purposes.”

A “Curled.”

B “Rolled in.”

C “Registered.”

D “Winded up.”

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