A um servidor público federal de órgão do Poder Executivo foi concedida licença por motivo de doença de seu cônjuge, por um período de 45 dias consecutivos. Descobriu-se que, durante esse período, o servidor público realizou atividade remunerada de divulgação em suas redes sociais para uma empresa que explorava ilegalmente jogos de apostas em uma plataforma digital na internet, inclusive já havendo notícias de condenações da referida empresa pelo Poder Judiciário, em razão da prática de crimes de lavagem de dinheiro, evasão fiscal e concorrência desleal.

Dadas as afirmativas quanto a essa situação hipotética,

I. A espécie da licença concedida ao servidor público federal, incluídas as prorrogações, poderá ser concedida a cada período de doze meses por até 60 dias, consecutivos ou não, mantida a sua remuneração.

II. A licença somente será deferida se a assistência direta do servidor for indispensável e não puder ser prestada simultaneamente com o exercício do cargo ou mediante compensação de horário, inexistindo vedação ao exercício de atividade remunerada durante o período da licença.

III. O servidor público federal violou o Código de Ética Profissional do Servidor Público Civil do Poder Executivo Federal, notadamente quanto à vedação ao exercício de atividade profissional aética ou a ligar o seu nome a empreendimentos de cunho duvidoso.

IV. A Comissão de Ética do órgão público a que pertence o servidor público federal, integrada por três servidores ou empregados titulares de cargo efetivo ou emprego permanente, poderá aplicar, após a emissão de parecer fundamentado assinado por todos os seus integrantes, com ciência do faltoso, a pena de advertência ou suspensão.

verifica-se que estão corretas apenas

A formação de professores para a Educação Profissional e Tecnológica (EPT) constitui temática estratégica nas políticas públicas educacionais contemporâneas, especialmente diante da expansão da Rede Federal, da diversificação de ofertas formativas e da complexidade da integração entre formação geral e formação técnica. Nesse contexto, os debates atuais enfatizam tanto a necessidade de sólida base pedagógica quanto o domínio de saberes específicos das áreas profissionais, além da compreensão crítica do trabalho como princípio educativo.

Considerando-se os desafios e as possibilidades da formação docente para a EPT à luz das políticas públicas atuais, dadas as afirmativas,

I. A formação de professores para a EPT demanda articulação entre saberes pedagógicos, conhecimentos específicos da área profissional e compreensão das dimensões sociais do trabalho.

II. A experiência profissional no setor produtivo é suficiente, por si só, para garantir atuação docente qualificada na EPT, dispensando-se formação pedagógica específica.

III. A consolidação da formação docente para a EPT pode favorecer práticas integradoras, alinhadas à concepção de formação humana integral.

verifica-se que está/ão correta/s

A organização do trabalho pedagógico na Educação Profissional e Tecnológica exige compreensão crítica das relações entre currículo, planejamento e avaliação, considerando-se as especificidades da formação técnica integrada. Nesse contexto, a prática avaliativa deve contribuir para a consolidação da formação integral e para a autonomia dos estudantes.

Desse modo, dadas as afirmativas,

I. A avaliação formativa pode subsidiar a reorganização do ensino ao longo do processo educativo.

II. A dimensão política do planejamento refere-se às escolhas pedagógicas que expressam determinada concepção de sociedade e de formação.

III. A organização do trabalho pedagógico na EPT requer coerência entre princípios institucionais e práticas de sala de aula.

verifica-se que está/ão correta/s

A consolidação da curricularização da extensão exige reorganização do trabalho pedagógico, revisão de práticas avaliativas e redefinição do papel docente na Educação Profissional e Tecnológica. Nesse processo, a extensão deixa de ocupar lugar periférico e passa a constituir componente estruturante da formação.

A esse respeito, dadas as afirmativas,

I. A curricularização da extensão exige planejamento articulado entre docentes, superando ações isoladas e eventuais.

II. A extensão curricularizada dispensa fundamentação teórica, pois sua centralidade reside na prática social.

III. Projetos extensionistas podem configurar-se como espaços de produção de conhecimento, articulados à pesquisa aplicada.

verifica-se que está/ão correta/s

Na Educação Profissional e Tecnológica, o planejamento e a avaliação da aprendizagem não se restringem a procedimentos técnicos, mas envolvem dimensões éticas e políticas relacionadas ao projeto formativo institucional. Assim, a organização do trabalho pedagógico deve assegurar coerência entre objetivos formativos, práticas avaliativas e princípios da formação humana integral.

Nesse contexto, dadas as afirmativas,

I. A avaliação da aprendizagem deve estar alinhada aos objetivos formativos previstos no planejamento e no projeto pedagógico do curso.

II. A dimensão ética da avaliação implica transparência, critérios explícitos e compromisso com a aprendizagem dos estudantes.

III. A avaliação deve priorizar, exclusivamente, resultados quantitativos, como médias e índices de aprovação.

IV. O planejamento pedagógico na EPT deve considerar a articulação entre formação geral e formação profissional.

verifica-se que estão corretas apenas

A curricularização da extensão, no âmbito da Educação Profissional e Tecnológica, decorre de diretrizes nacionais que determinam a inserção de atividades extensionistas nos currículos dos cursos superiores, assegurando percentual mínimo da carga horária total. Essa orientação busca fortalecer a indissociabilidade entre ensino, pesquisa e extensão, promovendo interação dialógica com a sociedade e formação crítica dos estudantes.

Considerando-se esse contexto, dadas as afirmativas,

I. A curricularização da extensão implica integrar ações extensionistas ao projeto pedagógico do curso, com objetivos formativos explícitos.

II. A extensão curricularizada deve restringir-se à prestação de serviços à comunidade, independentemente de articulação com ensino e com pesquisa.

III. A inserção da extensão no currículo pressupõe processos avaliativos que considerem impactos formativos e sociais das ações desenvolvidas.

IV. A curricularização da extensão pode contribuir para a formação integral, ao articular saber acadêmico e demandas sociais concretas.

verifica-se que estão corretas apenas

Language Pedagogy and Teacher Identity:

A Decolonial Lens to English Language Teaching from a Teacher Educator’s Experience

[...] Identity is a central category in ELT (English Language Teaching). For instance, several studies have been conducted to document English language teachers’ identities (ELTIs) and how they are constructed [...]. However, identity continues to be seen and researched within what Mignolo (2009) labels as the colonial difference. The colonial difference operates by converting differences into values and establishing a hierarchy of human beings ontologically and epistemically. Ontologically, it is assumed that there are inferior human beings. Epistemically, it is assumed that inferior human beings are rationally and aesthetically deficient.

In this respect, the ELT field has witnessed how colonial constructions of ELTIs have been combined with factors such as race, gender, ethnicity, class, language, and others [...].

Therefore, ELP (English Language Pedagogy) is a remnant of coloniality. In particular, ELP in ELT has separated the subjects from their bodies/identitary features and their geographical location regarding the teaching practice [...]. This attempt is evident in the insertion of the notion of competence as the only discourse mostly reproduced in teaching and teacher education. This unidirectional/dimensional discourse is what has caused that “English language teaching and learning identities are more oriented towards that goal of identifying decontextualized forms of being in the field of teaching” (Castañeda-Peña, 2018, p. 18). For instance, Grosfoguel (2010), when discussing coloniality, claims that: “By breaking the link between the subject of enunciation and the ethnic/racial/sexual/gender/epistemic place, Western philosophy and science manage to create a myth about a real universal knowledge that masks, that is, conceals not only the speaker but also the epistemic, geo and body-political place of the structures of colonial power/knowledge from which the subject speaks [...].

In line with decoloniality by Mignolo and Walsh (2018), we think of ELP otherwise – as “the ongoing serpentine movement toward possibilities of other modes of being, thinking, knowing, sensing, and living”; a movement only possible if those who enact ELP name it, reclaim it, and commit to “changing, disrupting, and dismantling the hegemonic relations” [...].

Therefore, I would like to resort to intersectionality – the intersection of different identitary features – to allow the recognition of whom we are based on what we do, as “who we are and from where we speak is highly relevant for the intellectual projects we are likely to pursue” (Moya, 2011, p. 79). Intersectionality can assist in claiming agency (Stone-Mediatore, 2003) in spaces and territories where colonial histories have been present [...].

Intersectional narratives are then discursive representations of experience in which there is conceptual integration among those conversing. In fact, intersectional narratives serve this study to ground concepts and interpretations for “knowledge co-creation, in which researchers and participants develop shared understandings and develop new ideas” (Galafassi et al., 2018, p. 9). This is why intersectional narratives in this study comprise a relevant theoretical construct indispensable to investigating epistemological ruptures [...].

Available in: https://revistas.unal.edu.co/index.php/profile/article/view/90754. Acess on: Feb. 10, 2026. (Adapted).

The article states that

Communication Strategies in English as a Second Language (ESL) Context

[...] Foreign language learners may encounter various communication problems when their interlanguage is limited. In order to convey their messages and remain in a conversation until their communication goal is achieved, [...] learners need to employ communication strategies, which have been defined generally as device used by second language learners to overcome perceived barriers to achieving specific communication goals [...]. Language learning cannot be separated from its culture. Language is a clear manifestation of culture. A word can have both cognitive meaning and cultural meaning. Cultural meaning refers to words and expressions which represent cultural perception, values and behavior. At discourse level, the link between language, communication and culture is virtually inseparable.

Miscommunication occurs when one interprets communicative rules of one culture in terms of the rules of another culture. In the process of learning a second language, learners make some errors due to first language interference. By knowing strategies to avoid misinterpretation between different backgrounds of speakers, the problems mentioned before shall be avoided easily. Language teaching at school has traditionally been aimed at developing linguistic competence. Teachers tend to teach grammar and linguistic features without letting their learners practice and improve their communication in English. Probably this is one reason that cause some learners are good in English but they cannot use English orally. This problem may be solved by introducing communication strategies to learners in order to avoid communication problems and equip them with strategies to overcome the problems of speaking that they are dealing with [...].

Communication strategies are usually associated with spoken language and research has shown that students tend to use various communication strategies when they are unable to express what they want to say because of their lack of resources in their second language (L2) [...]. When learners experience that fluency in their first language (hereafter L1) does not follow the same pattern as their L2, a gap is created in the knowledge of their L2. These gaps can take many forms: a word, a phrase, a structure, a tense marker or an idiom [...]. In order to overcome that gap, learners have two options: they can either leave the original communicative goal or they can try to reach alternative plans and use other linguistic means that they have at their disposal [...]. It is also important to know that culture and language cannot be separated. Therefore, in the context of language teaching, the knowledge of language and its culture need to be taught as well. The role of teachers in introducing communication strategies to students could determine learners’ successfulness in facing problems of communication [...].

Despite the fact that many [...] researchers lend support to communication strategies training, some opposition to it has been expressed. Bialystok (1990) and Kellerman (1991) argue that one should teach the language itself rather than the strategies. Schmidt (1983) believes that L2 learners develop their strategic competence at the expense of their linguistic competence. According to Skehan (1998), using communication strategies by skilled learners may hinder the development of their interlanguage knowledge resources [...].

Available in: https://files.eric.ed.gov/fulltext/EJ1129727.pdf. Acess on: Jan. 30, 2026.

According to the text,

Multiliteracies and multimodal literacies are a comprehensive response to the mobile semiotics of contemporary society. Flows of people, images and ideas, have meant the impact is experienced globally as well as locally and contextually. Along with New Literacy Studies, multiliteracies framework has as its central focus a socially just and culturally inclusive curriculum. Further, informed by critical pedagogy and critical literacy, multiliteracies has, at its conceptual centre, a transformative pedagogy aimed at effective learning across social and cultural differences, and across different learning styles. To attend to the change in social futures, multiliteracies has, at its nexus, student knowledges, lived experiences and student centred resources.

Central to multiliteracies is the concept of Design. The New London Group indicates the numerous ways by which signification occurs. More recently, as Kalantzis and Cope (2005) describe it, “there is a nice ambiguity in the word ‘design’. Design can denote morphology or the sense of invisible inner structures or inherent relationships of cause and effect” (p. 41). Kalantzis and Cope (2005) use Design in a comprehensive manner to denote “agency” as the “stuff of the characteristically self-conscious pedagogical moves, teaching frameworks and organisational forms of education as we currently understand it” (p. 41). In brief, as Falk (2001) observes, for the New London Group, Design expresses “the active role of the literacy learner in constructing new meaning from existing resources” (p. 314). Because Design rejects isolated, abstract and decentralised learning, it demands “production of the new rather than replication of the old” (Kress, 2000, p. 141). In Design, the learner is actively creating and re-creating while having choices in learning that did not exist in traditional print-based models of literacy.

The modes or Design concepts are: linguistic, visual, audio, spatial and gestural; however, the New London Group do not perceive each of these literacies as singular and isolated from other literacies. For students who engage with the four knowledge processes there is deep understanding and proactive learning:

• Experiencing: through the known and the new, where the evidence data from the prior knowledge and life experience of the learner is combined with immersion in new knowledge and new experience in meaningful settings.

• Conceptualising: abstract concepts and theoretical synthesis by the process of naming and theorising. This enables the learner to define, apply concepts and comprehend the abstract generalised meanings in concepts and visual representations.

• Analysing: analysing, interpreting functions capably, through the comprehension of the role of knowledge and critically by analysing purpose and intentions.

• Applying: knowledge appropriately and creatively by understanding suitable situations to apply knowledge and extending it to create new knowledges.

IYER, Radha; LUKE, Carmen. Multimodal, Multiliteracies: Texts and Literacies for the 21st century. In: PULLEN, Darren L.; COLE, David R. Multiliteracies and Technology Enhanced Education. Social Practice and the Global Classroom. Hershey and New York: ICI Global, 2010, p. 22. (Adapted).

After reading this passage on multiliteracies and design, choose the alternative that best conceptualizes those two words.

Read the abstract from na article titled “Social media pedagogy: Applying an interdisciplinary approach to teach multimodal critical digital literacy”.

Abstract

Social media permeates the daily lives of millennials, as they use it constantly for a variety of reasons. A significant contributing factor is the availability of social media through smartphones and mobile apps. This kind of immersive and complex media environment calls for a literacy pedagogy that prepares students to understand, engage with, and adapt to social media that are inevitably going to remain a part of their lives. Research into digital literacy/literacies has sought to address the development of tools and methods to aid college students in becoming more situated and adept digital citizens. This article extends the conceptualization and application of digital media literacy through the inclusion of a critical, multimodal, and interdisciplinary pedagogical approach. The paper illustrates that critical digital literacy drawing upon multimodal and interdisciplinary analysis is imperative in preparing students to manage the predominance of social media in their lives.

TALIB, Saman. Social media pedagogy: Applying an interdisciplinary approach to teach multimodal critical digital literacy. In E-Learning and Digital Media. Sage, 2018. Available at: journals.sagepub.com/home/ldm. Access on: Feb 12, 2026. DOI: 10.1177/2042753018756904.

This objective of the article as stated in the abstract is to