Foram encontradas 50 questões.
- Tecnologias Educacionais
- Mídias, Comunicação e Tecnologias na Educação
- As Tecnologias da Comunicação e Informação nas Práticas Educativas
BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília: MEC, 2018. Adaptado.
No âmbito de uma política pública educacional, uma rede estadual de ensino implementa uma plataforma digital de aprendizagem para todas as escolas do Ensino Médio, com o objetivo de ampliar o uso de tecnologias no processo educativo. Em uma das unidades escolares, observa-se que, inicialmente, a utilização da plataforma se restringe à disponibilização de conteúdos e exercícios, sem alteração significativa na organização das aulas. Posteriormente, a equipe docente passa a desenvolver atividades colaborativas, propor situações-problema mediadas por recursos digitais e incentivar a produção de conteúdos pelos estudantes.
No contexto das orientações curriculares nacionais para o uso pedagógico das tecnologias digitais, essa mudança na prática docente evidencia
Provas
Considerando as disposições do Plano Nacional de Educação vigente, sua execução e seu acompanhamento
Provas
- Currículo (Teoria e Prática)Concepções de currículo
- Políticas Educacionais
- Organização e Estrutura dos Sistemas de Ensino no Brasil
- Currículo: planejamento, seleção e organização dos conteúdos
BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília, DF: MEC, 2018. Adaptado.
Considerando a função normativa da BNCC e a autonomia dos sistemas e das redes de ensino, a relação entre a base comum nacional e a elaboração dos currículos deve ser compreendida como
Provas
- Lógica ProposicionalProposições
- Lógica ProposicionalTabelas-verdade
- Problemas LógicosVerdades e Mentiras
O professor de História afirmou: “O professor de Matemática está errado.”
O professor de Matemática afirmou: “O professor de Biologia está errado.”
O professor de Biologia afirmou: “Os professores de História e Matemática estão errados.”
Sabe-se que exatamente duas dessas afirmações são falsas.
Com base nessas informações, conclui-se logicamente que
Provas
“Se políticas públicas baseadas exclusivamente em avaliações padronizadas fossem suficientes para melhorar a qualidade da educação, então todos os países que adotam intensivamente esse modelo apresentariam melhores resultados educacionais. No entanto, existe ao menos um país que, embora adote intensivamente esse modelo, não apresenta melhores resultados educacionais. Logo, tais políticas não são, por si só, suficientes para garantir a melhoria da educação.”
A estrutura lógica do argumento apresentado é corretamente caracterizada como
Provas
Disciplina: Literatura Brasileira e Estrangeira
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
Motivation as a Dynamic Process in Language Learning
Motivation has long been recognised as an
important element in second-language learning.
Nevertheless, researchers have increasingly
questioned the idea that learners are either motivated
or unmotivated as if motivation were a permanent
personal trait. Studies conducted in different
educational contexts have shown that motivation may
change across lessons, tasks, stages of education,
and experiences of success or failure.
Self-determination theory distinguishes between
controlled and more autonomous forms of motivation. A
learner may initially study English because of external
pressure, an examination, or the expectation of
future employment. Such motives are not necessarily
ineffective. They may gradually become more
internalised if learners understand the value of the
activity, perceive that they are making progress, and
connect language learning with personally meaningful
goals.
Autonomous motivation is supported when
learners experience a sense of competence, a degree
of meaningful choice, and constructive relationships
with teachers and classmates. Choice, however,
should not be confused with the absence of guidance.
Asking learners to choose among purposeful tasks,
texts, or modes of participation can strengthen agency,
whereas offering options without clear goals may
produce uncertainty rather than engagement.
Teachers also influence motivation through the
way they respond to difficulty. A teacher may say,
“I have noticed that some of you give up when you
cannot understand every word in these recordings.” If
learners interpret temporary difficulty as evidence that
they lack ability, they may withdraw from participation.
If, instead, they are taught how to listen selectively, use
context, notice stressed words, recognise changes in
intonation, and become familiar with different accents,
difficulty can become evidence of what still needs to
be learned.
Support should help learners persist with
demanding tasks without taking over the decisions
that belong to them. Excessive control may produce
short-term compliance while weakening long-term
engagement. By contrast, structured guidance,
achievable challenge, informative feedback, and
opportunities to revise work can help learners develop
both competence and ownership of their learning.
Motivationally responsive teaching may also
involve literature. Short stories, poems, dramatic
scenes, and spoken-word performances can connect
language with imagination, identity, history, and
social experience. Allowing learners some choice
among texts may increase personal relevance, but
meaningful literary learning still requires attention to
language, genre, authorship, historical context, and
interpretation. Motivation is therefore not created by
entertainment alone; it develops when learners can
see value in demanding work and believe that they
are capable of progressing through it.
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma I.; SAUMURE, Kristie. The development of self-determination across the language course: trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, v. 41, n. 4, p. 821-851, 20
Considerando a concepção de motivação desenvolvida no texto, os princípios de autonomia com suporte pedagógico, a organização didática mais consistente deve
Provas
Disciplina: Literatura Brasileira e Estrangeira
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
O haicai é uma forma poética breve, caracterizada pela concisão e pela sugestão de imagens.
Na articulação entre o haicai e a imagem, o verso “o tempo passa devagar” contribui para representar
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
Motivation as a Dynamic Process in Language Learning
Motivation has long been recognised as an
important element in second-language learning.
Nevertheless, researchers have increasingly
questioned the idea that learners are either motivated
or unmotivated as if motivation were a permanent
personal trait. Studies conducted in different
educational contexts have shown that motivation may
change across lessons, tasks, stages of education,
and experiences of success or failure.
Self-determination theory distinguishes between
controlled and more autonomous forms of motivation. A
learner may initially study English because of external
pressure, an examination, or the expectation of
future employment. Such motives are not necessarily
ineffective. They may gradually become more
internalised if learners understand the value of the
activity, perceive that they are making progress, and
connect language learning with personally meaningful
goals.
Autonomous motivation is supported when
learners experience a sense of competence, a degree
of meaningful choice, and constructive relationships
with teachers and classmates. Choice, however,
should not be confused with the absence of guidance.
Asking learners to choose among purposeful tasks,
texts, or modes of participation can strengthen agency,
whereas offering options without clear goals may
produce uncertainty rather than engagement.
Teachers also influence motivation through the
way they respond to difficulty. A teacher may say,
“I have noticed that some of you give up when you
cannot understand every word in these recordings.” If
learners interpret temporary difficulty as evidence that
they lack ability, they may withdraw from participation.
If, instead, they are taught how to listen selectively, use
context, notice stressed words, recognise changes in
intonation, and become familiar with different accents,
difficulty can become evidence of what still needs to
be learned.
Support should help learners persist with
demanding tasks without taking over the decisions
that belong to them. Excessive control may produce
short-term compliance while weakening long-term
engagement. By contrast, structured guidance,
achievable challenge, informative feedback, and
opportunities to revise work can help learners develop
both competence and ownership of their learning.
Motivationally responsive teaching may also
involve literature. Short stories, poems, dramatic
scenes, and spoken-word performances can connect
language with imagination, identity, history, and
social experience. Allowing learners some choice
among texts may increase personal relevance, but
meaningful literary learning still requires attention to
language, genre, authorship, historical context, and
interpretation. Motivation is therefore not created by
entertainment alone; it develops when learners can
see value in demanding work and believe that they
are capable of progressing through it.
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma I.; SAUMURE, Kristie. The development of self-determination across the language course: trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, v. 41, n. 4, p. 821-851, 20
Considerando o quarto parágrafo do texto e os conteúdos relativos à compreensão oral, a intervenção mais adequada consiste em
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
Motivation as a Dynamic Process in Language Learning
Motivation has long been recognised as an
important element in second-language learning.
Nevertheless, researchers have increasingly
questioned the idea that learners are either motivated
or unmotivated as if motivation were a permanent
personal trait. Studies conducted in different
educational contexts have shown that motivation may
change across lessons, tasks, stages of education,
and experiences of success or failure.
Self-determination theory distinguishes between
controlled and more autonomous forms of motivation. A
learner may initially study English because of external
pressure, an examination, or the expectation of
future employment. Such motives are not necessarily
ineffective. They may gradually become more
internalised if learners understand the value of the
activity, perceive that they are making progress, and
connect language learning with personally meaningful
goals.
Autonomous motivation is supported when
learners experience a sense of competence, a degree
of meaningful choice, and constructive relationships
with teachers and classmates. Choice, however,
should not be confused with the absence of guidance.
Asking learners to choose among purposeful tasks,
texts, or modes of participation can strengthen agency,
whereas offering options without clear goals may
produce uncertainty rather than engagement.
Teachers also influence motivation through the
way they respond to difficulty. A teacher may say,
“I have noticed that some of you give up when you
cannot understand every word in these recordings.” If
learners interpret temporary difficulty as evidence that
they lack ability, they may withdraw from participation.
If, instead, they are taught how to listen selectively, use
context, notice stressed words, recognise changes in
intonation, and become familiar with different accents,
difficulty can become evidence of what still needs to
be learned.
Support should help learners persist with
demanding tasks without taking over the decisions
that belong to them. Excessive control may produce
short-term compliance while weakening long-term
engagement. By contrast, structured guidance,
achievable challenge, informative feedback, and
opportunities to revise work can help learners develop
both competence and ownership of their learning.
Motivationally responsive teaching may also
involve literature. Short stories, poems, dramatic
scenes, and spoken-word performances can connect
language with imagination, identity, history, and
social experience. Allowing learners some choice
among texts may increase personal relevance, but
meaningful literary learning still requires attention to
language, genre, authorship, historical context, and
interpretation. Motivation is therefore not created by
entertainment alone; it develops when learners can
see value in demanding work and believe that they
are capable of progressing through it.
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma I.; SAUMURE, Kristie. The development of self-determination across the language course: trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, v. 41, n. 4, p. 821-851, 20
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
- Gramática - Língua InglesaDiscurso direto e indireto | Reported speech
- Gramática - Língua InglesaVerbos | VerbsPassado simples | Simple past
- Gramática - Língua InglesaVerbos | VerbsPassado perfeito | Past perfect
Motivation as a Dynamic Process in Language Learning
Motivation has long been recognised as an
important element in second-language learning.
Nevertheless, researchers have increasingly
questioned the idea that learners are either motivated
or unmotivated as if motivation were a permanent
personal trait. Studies conducted in different
educational contexts have shown that motivation may
change across lessons, tasks, stages of education,
and experiences of success or failure.
Self-determination theory distinguishes between
controlled and more autonomous forms of motivation. A
learner may initially study English because of external
pressure, an examination, or the expectation of
future employment. Such motives are not necessarily
ineffective. They may gradually become more
internalised if learners understand the value of the
activity, perceive that they are making progress, and
connect language learning with personally meaningful
goals.
Autonomous motivation is supported when
learners experience a sense of competence, a degree
of meaningful choice, and constructive relationships
with teachers and classmates. Choice, however,
should not be confused with the absence of guidance.
Asking learners to choose among purposeful tasks,
texts, or modes of participation can strengthen agency,
whereas offering options without clear goals may
produce uncertainty rather than engagement.
Teachers also influence motivation through the
way they respond to difficulty. A teacher may say,
“I have noticed that some of you give up when you
cannot understand every word in these recordings.” If
learners interpret temporary difficulty as evidence that
they lack ability, they may withdraw from participation.
If, instead, they are taught how to listen selectively, use
context, notice stressed words, recognise changes in
intonation, and become familiar with different accents,
difficulty can become evidence of what still needs to
be learned.
Support should help learners persist with
demanding tasks without taking over the decisions
that belong to them. Excessive control may produce
short-term compliance while weakening long-term
engagement. By contrast, structured guidance,
achievable challenge, informative feedback, and
opportunities to revise work can help learners develop
both competence and ownership of their learning.
Motivationally responsive teaching may also
involve literature. Short stories, poems, dramatic
scenes, and spoken-word performances can connect
language with imagination, identity, history, and
social experience. Allowing learners some choice
among texts may increase personal relevance, but
meaningful literary learning still requires attention to
language, genre, authorship, historical context, and
interpretation. Motivation is therefore not created by
entertainment alone; it develops when learners can
see value in demanding work and believe that they
are capable of progressing through it.
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma I.; SAUMURE, Kristie. The development of self-determination across the language course: trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, v. 41, n. 4, p. 821-851, 20
Ao relatar posteriormente esse episódio em uma narrativa situada integralmente no passado, empregando a sequência convencional de tempos do discurso indireto e realizando as alterações referenciais necessárias, a professora deveria registrar:
Provas
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