Magna Concursos

Foram encontradas 40 questões.

3967374 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: IGEDUC
Orgão: Pref. São José Seridó-RN
Provas:

Italians

The peak period of Italian immigration to the United States occurred between 1880 and 1921, when approximately 4.2 million Italians came to America. The vast majority of these immigrants, about 80 percent, hailed from the Mezzogiorno in southern Italy, a region in the midst of great tumult and hardship. Having only been officially unified in 1860, political tension between the government in the north and the rural peasants in the south increased in the 1870s, when the government placed an onerous tax on wheat and salt, which were necessities for southern farmers and fishermen. In the 1880s, disease ravaged both staple and cash crops; malaria and other epidemics also devastated southern Italy during this period. Additionally, a series of earthquakes and the eruptions of Mount Etna and Mount Vesuvius in the early 1900s destroyed cities and killed tens of thousands of people.

Conditions in the United States during this era appeared to be very favorable to many in southern Italy. Wages for both skilled and unskilled laborers in the industrialized US could be three times greater than wages for the same work in the depressed Italian economy. Even illiterate day laborers could find better paying jobs with better working conditions in cities like Boston. In the late nineteenth century, Italian immigrants were often referred to as "birds of passage"−young men who migrated alone, earning money to buy land and support their families at home and eventually returning to Italy. After World War I, however, immigration patterns changed and more Italian immigrants began to bring their families over and put down permanent roots in the region.

Patterns of Settlement

Boston's North End neighborhood became the locus of Italian settlement in eastern New England. Once the home of English colonists and revolutionaries like Paul Revere, Irish and Jewish immigrants settled in the North End before the wave of Italian immigration in the late 1800s. By the early 20th century, the North End was densely filled with tenements, in which tens of thousands of Italians lived. Much of the appeal of the North End for immigrant groups was its proximity to work opportunities on the waterfront and in downtown Boston. By 1920, over 50 percent of Italian immigrants in Boston lived in the North End. Those who could afford more spacious dwellings moved across the harbor to East Boston, which by the mid-twentieth century became the city's largest Italian-American community. Others moved to nearby suburbs such as Somerville, Revere and Saugus, especially after World War II. But even as immigrants and their children moved to these areas, many Italian small businesses and restaurants remained in the North End, and it is still an important center of Italian culture in New England.

Workforce Participation

Most Italian immigrants in the late nineteenth and early twentieth centuries worked menial, unskilled jobs upon their arrival in Boston, as day laborers, dockworkers, or fruit sellers. Others opened shops and small businesses, and some skilled workers (like tailors) found higher-paying jobs. In neighborhoods like the North End and East Boston, immigrants operated Italian restaurants that attracted a growing clientele from across the city. For the earlier "birds of passage," though, assimilating into the wider American culture was not a priority; for more permanent Italian settlers, cultural obstacles such as the language barrier and lower levels of education made upward mobility difficult. Within a few generations, however, Italian Americans in Boston became better educated and were able to move into middle-class and professional occupations, including some of the highest echelons of business and politics  

https://globalboston.bc.edu/index.php/home/ethnic-groups/italians/ 

In the passage, the narrator refers to southern Italy as "a region in the midst of great tumult and hardship." Considering the function of adjectives within the nominal phrase, analyze how the words great and southern operate semantically and syntactically. They not only qualify the nouns they precede but also contribute to the text's evaluative tone about regional inequality and social crisis. What do these adjectives primarily express within this context?

 

Provas

Questão presente nas seguintes provas
3967373 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: IGEDUC
Orgão: Pref. São José Seridó-RN
Provas:

Italians

The peak period of Italian immigration to the United States occurred between 1880 and 1921, when approximately 4.2 million Italians came to America. The vast majority of these immigrants, about 80 percent, hailed from the Mezzogiorno in southern Italy, a region in the midst of great tumult and hardship. Having only been officially unified in 1860, political tension between the government in the north and the rural peasants in the south increased in the 1870s, when the government placed an onerous tax on wheat and salt, which were necessities for southern farmers and fishermen. In the 1880s, disease ravaged both staple and cash crops; malaria and other epidemics also devastated southern Italy during this period. Additionally, a series of earthquakes and the eruptions of Mount Etna and Mount Vesuvius in the early 1900s destroyed cities and killed tens of thousands of people.

Conditions in the United States during this era appeared to be very favorable to many in southern Italy. Wages for both skilled and unskilled laborers in the industrialized US could be three times greater than wages for the same work in the depressed Italian economy. Even illiterate day laborers could find better paying jobs with better working conditions in cities like Boston. In the late nineteenth century, Italian immigrants were often referred to as "birds of passage"−young men who migrated alone, earning money to buy land and support their families at home and eventually returning to Italy. After World War I, however, immigration patterns changed and more Italian immigrants began to bring their families over and put down permanent roots in the region.

Patterns of Settlement

Boston's North End neighborhood became the locus of Italian settlement in eastern New England. Once the home of English colonists and revolutionaries like Paul Revere, Irish and Jewish immigrants settled in the North End before the wave of Italian immigration in the late 1800s. By the early 20th century, the North End was densely filled with tenements, in which tens of thousands of Italians lived. Much of the appeal of the North End for immigrant groups was its proximity to work opportunities on the waterfront and in downtown Boston. By 1920, over 50 percent of Italian immigrants in Boston lived in the North End. Those who could afford more spacious dwellings moved across the harbor to East Boston, which by the mid-twentieth century became the city's largest Italian-American community. Others moved to nearby suburbs such as Somerville, Revere and Saugus, especially after World War II. But even as immigrants and their children moved to these areas, many Italian small businesses and restaurants remained in the North End, and it is still an important center of Italian culture in New England.

Workforce Participation

Most Italian immigrants in the late nineteenth and early twentieth centuries worked menial, unskilled jobs upon their arrival in Boston, as day laborers, dockworkers, or fruit sellers. Others opened shops and small businesses, and some skilled workers (like tailors) found higher-paying jobs. In neighborhoods like the North End and East Boston, immigrants operated Italian restaurants that attracted a growing clientele from across the city. For the earlier "birds of passage," though, assimilating into the wider American culture was not a priority; for more permanent Italian settlers, cultural obstacles such as the language barrier and lower levels of education made upward mobility difficult. Within a few generations, however, Italian Americans in Boston became better educated and were able to move into middle-class and professional occupations, including some of the highest echelons of business and politics  

https://globalboston.bc.edu/index.php/home/ethnic-groups/italians/ 

The text refers to "illiterate day laborers" and "skilled and unskilled workers," emphasizing class distinctions and occupational hierarchies. From the perspective of the noun phrase structure, these expressions combine adjectives that serve both descriptive and classificatory functions. How do such structures contribute to the socio-historical meaning of the text?

 

Provas

Questão presente nas seguintes provas
3967372 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: IGEDUC
Orgão: Pref. São José Seridó-RN
Provas:

Italians

The peak period of Italian immigration to the United States occurred between 1880 and 1921, when approximately 4.2 million Italians came to America. The vast majority of these immigrants, about 80 percent, hailed from the Mezzogiorno in southern Italy, a region in the midst of great tumult and hardship. Having only been officially unified in 1860, political tension between the government in the north and the rural peasants in the south increased in the 1870s, when the government placed an onerous tax on wheat and salt, which were necessities for southern farmers and fishermen. In the 1880s, disease ravaged both staple and cash crops; malaria and other epidemics also devastated southern Italy during this period. Additionally, a series of earthquakes and the eruptions of Mount Etna and Mount Vesuvius in the early 1900s destroyed cities and killed tens of thousands of people.

Conditions in the United States during this era appeared to be very favorable to many in southern Italy. Wages for both skilled and unskilled laborers in the industrialized US could be three times greater than wages for the same work in the depressed Italian economy. Even illiterate day laborers could find better paying jobs with better working conditions in cities like Boston. In the late nineteenth century, Italian immigrants were often referred to as "birds of passage"−young men who migrated alone, earning money to buy land and support their families at home and eventually returning to Italy. After World War I, however, immigration patterns changed and more Italian immigrants began to bring their families over and put down permanent roots in the region.

Patterns of Settlement

Boston's North End neighborhood became the locus of Italian settlement in eastern New England. Once the home of English colonists and revolutionaries like Paul Revere, Irish and Jewish immigrants settled in the North End before the wave of Italian immigration in the late 1800s. By the early 20th century, the North End was densely filled with tenements, in which tens of thousands of Italians lived. Much of the appeal of the North End for immigrant groups was its proximity to work opportunities on the waterfront and in downtown Boston. By 1920, over 50 percent of Italian immigrants in Boston lived in the North End. Those who could afford more spacious dwellings moved across the harbor to East Boston, which by the mid-twentieth century became the city's largest Italian-American community. Others moved to nearby suburbs such as Somerville, Revere and Saugus, especially after World War II. But even as immigrants and their children moved to these areas, many Italian small businesses and restaurants remained in the North End, and it is still an important center of Italian culture in New England.

Workforce Participation

Most Italian immigrants in the late nineteenth and early twentieth centuries worked menial, unskilled jobs upon their arrival in Boston, as day laborers, dockworkers, or fruit sellers. Others opened shops and small businesses, and some skilled workers (like tailors) found higher-paying jobs. In neighborhoods like the North End and East Boston, immigrants operated Italian restaurants that attracted a growing clientele from across the city. For the earlier "birds of passage," though, assimilating into the wider American culture was not a priority; for more permanent Italian settlers, cultural obstacles such as the language barrier and lower levels of education made upward mobility difficult. Within a few generations, however, Italian Americans in Boston became better educated and were able to move into middle-class and professional occupations, including some of the highest echelons of business and politics  

https://globalboston.bc.edu/index.php/home/ethnic-groups/italians/ 

In the clause "disease ravaged both staple and cash crops," the active voice foregrounds the agent and the action simultaneously. If transformed into a passive construction without altering meaning, which alternative preserves both grammatical accuracy and semantic equivalence?

 

Provas

Questão presente nas seguintes provas
3967371 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: IGEDUC
Orgão: Pref. São José Seridó-RN
Provas:

Italians

The peak period of Italian immigration to the United States occurred between 1880 and 1921, when approximately 4.2 million Italians came to America. The vast majority of these immigrants, about 80 percent, hailed from the Mezzogiorno in southern Italy, a region in the midst of great tumult and hardship. Having only been officially unified in 1860, political tension between the government in the north and the rural peasants in the south increased in the 1870s, when the government placed an onerous tax on wheat and salt, which were necessities for southern farmers and fishermen. In the 1880s, disease ravaged both staple and cash crops; malaria and other epidemics also devastated southern Italy during this period. Additionally, a series of earthquakes and the eruptions of Mount Etna and Mount Vesuvius in the early 1900s destroyed cities and killed tens of thousands of people.

Conditions in the United States during this era appeared to be very favorable to many in southern Italy. Wages for both skilled and unskilled laborers in the industrialized US could be three times greater than wages for the same work in the depressed Italian economy. Even illiterate day laborers could find better paying jobs with better working conditions in cities like Boston. In the late nineteenth century, Italian immigrants were often referred to as "birds of passage"−young men who migrated alone, earning money to buy land and support their families at home and eventually returning to Italy. After World War I, however, immigration patterns changed and more Italian immigrants began to bring their families over and put down permanent roots in the region.

Patterns of Settlement

Boston's North End neighborhood became the locus of Italian settlement in eastern New England. Once the home of English colonists and revolutionaries like Paul Revere, Irish and Jewish immigrants settled in the North End before the wave of Italian immigration in the late 1800s. By the early 20th century, the North End was densely filled with tenements, in which tens of thousands of Italians lived. Much of the appeal of the North End for immigrant groups was its proximity to work opportunities on the waterfront and in downtown Boston. By 1920, over 50 percent of Italian immigrants in Boston lived in the North End. Those who could afford more spacious dwellings moved across the harbor to East Boston, which by the mid-twentieth century became the city's largest Italian-American community. Others moved to nearby suburbs such as Somerville, Revere and Saugus, especially after World War II. But even as immigrants and their children moved to these areas, many Italian small businesses and restaurants remained in the North End, and it is still an important center of Italian culture in New England.

Workforce Participation

Most Italian immigrants in the late nineteenth and early twentieth centuries worked menial, unskilled jobs upon their arrival in Boston, as day laborers, dockworkers, or fruit sellers. Others opened shops and small businesses, and some skilled workers (like tailors) found higher-paying jobs. In neighborhoods like the North End and East Boston, immigrants operated Italian restaurants that attracted a growing clientele from across the city. For the earlier "birds of passage," though, assimilating into the wider American culture was not a priority; for more permanent Italian settlers, cultural obstacles such as the language barrier and lower levels of education made upward mobility difficult. Within a few generations, however, Italian Americans in Boston became better educated and were able to move into middle-class and professional occupations, including some of the highest echelons of business and politics  

https://globalboston.bc.edu/index.php/home/ethnic-groups/italians/ 

The text "Italians" combines narrative description and historical exposition, presenting factual information with interpretive commentary. Considering textual typology and communicative function, which feature best defines this genre?

 

Provas

Questão presente nas seguintes provas
3967370 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: IGEDUC
Orgão: Pref. São José Seridó-RN
Provas:

O texto seguinte servirá de base para responder às questão.

Italians

The peak period of Italian immigration to the United States occurred between 1880 and 1921, when approximately 4.2 million Italians came to America. The vast majority of these immigrants, about 80 percent, hailed from the Mezzogiorno in southern Italy, a region in the midst of great tumult and hardship. Having only been officially unified in 1860, political tension between the government in the north and the rural peasants in the south increased in the 1870s, when the government placed an onerous tax on wheat and salt, which were necessities for southern farmers and fishermen. In the 1880s, disease ravaged both staple and cash crops; malaria and other epidemics also devastated southern Italy during this period. Additionally, a series of earthquakes and the eruptions of Mount Etna and Mount Vesuvius in the early 1900s destroyed cities and killed tens of thousands of people.

Conditions in the United States during this era appeared to be very favorable to many in southern Italy. Wages for both skilled and unskilled laborers in the industrialized US could be three times greater than wages for the same work in the depressed Italian economy. Even illiterate day laborers could find better paying jobs with better working conditions in cities like Boston. In the late nineteenth century, Italian immigrants were often referred to as "birds of passage"−young men who migrated alone, earning money to buy land and support their families at home and eventually returning to Italy. After World War I, however, immigration patterns changed and more Italian immigrants began to bring their families over and put down permanent roots in the region.

Patterns of Settlement

Boston's North End neighborhood became the locus of Italian settlement in eastern New England. Once the home of English colonists and revolutionaries like Paul Revere, Irish and Jewish immigrants settled in the North End before the wave of Italian immigration in the late 1800s. By the early 20th century, the North End was densely filled with tenements, in which tens of thousands of Italians lived. Much of the appeal of the North End for immigrant groups was its proximity to work opportunities on the waterfront and in downtown Boston. By 1920, over 50 percent of Italian immigrants in Boston lived in the North End. Those who could afford more spacious dwellings moved across the harbor to East Boston, which by the mid-twentieth century became the city's largest Italian-American community. Others moved to nearby suburbs such as Somerville, Revere and Saugus, especially after World War II. But even as immigrants and their children moved to these areas, many Italian small businesses and restaurants remained in the North End, and it is still an important center of Italian culture in New England.

Workforce Participation

Most Italian immigrants in the late nineteenth and early twentieth centuries worked menial, unskilled jobs upon their arrival in Boston, as day laborers, dockworkers, or fruit sellers. Others opened shops and small businesses, and some skilled workers (like tailors) found higher-paying jobs. In neighborhoods like the North End and East Boston, immigrants operated Italian restaurants that attracted a growing clientele from across the city. For the earlier "birds of passage," though, assimilating into the wider American culture was not a priority; for more permanent Italian settlers, cultural obstacles such as the language barrier and lower levels of education made upward mobility difficult. Within a few generations, however, Italian Americans in Boston became better educated and were able to move into middle-class and professional occupations, including some of the highest echelons of business and politics  

https://globalboston.bc.edu/index.php/home/ethnic-groups/italians/ 

In "Conditions in the United States during this era appeared to be very favorable to many in southern Italy," the adverb very intensifies the adjective favorable. From a syntactic and pragmatic perspective, adverbs of degree like very operate as scalar modifiers that influence meaning without altering propositional truth. Which of the following sentences mirrors the same grammatical and semantic function of "very" in this context?

 

Provas

Questão presente nas seguintes provas
A Didática é uma área do conhecimento que, embora dialogue com outras Ciências da Educação e se beneficie de suas contribuições, possui um objeto de estudo próprio, que a define dentro do campo do ensino. Essa especificidade está relacionada ao processo de ensino e aprendizagem, envolvendo a mediação entre professor, aluno e conhecimento. Com base nessa concepção, julgue os itens a seguir:
I. A Didática tem um núcleo central de estudos: a relação ensino-aprendizagem, na qual estão implicados os objetivos, os conteúdos, os métodos e as formas de organização do ensino.
II. A Didática tem como compromisso buscar práticas pedagógicas que tornem o ensino significativo, favorecendo a aprendizagem e contribuindo para a transformação social
. III. Na escola, por meio da Didática, a sua tarefa consiste em transmitir às crianças um conjunto de informações prontas, levando-as a se orientar dependentemente do saber do professor, sem espaço para reflexão ou construção do próprio conhecimento.

É CORRETO o que se afirma em:
 

Provas

Questão presente nas seguintes provas
O estudo do ser humano é amplamente complexo. Por essa razão, compreender o homem requer, impreterivelmente, a articulação com outros campos do conhecimento. A interdisciplinaridade manifesta-se nos diversos temas que precisam ser investigados, tais como a biologia, a antropologia, a sociologia, a filosofia e a economia, entre outros. A matéria-prima da Psicologia é o próprio ser humano em todas as suas expressões — as visíveis (comportamentos) e as invisíveis (sentimentos), as singularidades (porque somos o que somos) e as generalidades (porque somos todos assim). Todo esse conjunto pode ser sintetizado sob o termo:
 

Provas

Questão presente nas seguintes provas
A gestão escolar fundamenta-se em princípios que valorizam a participação dos profissionais da educação na elaboração do projeto político pedagógico da escola, bem como a colaboração das comunidades escolar e local por meio dos conselhos escolares ou instâncias equivalentes. Além disso, a efetivação da gestão democrática requer que os sistemas de ensino assegurem às unidades escolares públicas de educação básica progressivos graus de autonomia pedagógica, administrativa e financeira, em conformidade com as normas gerais de direito financeiro público. Com base nessas informações, julgue os itens a seguir como Verdadeiros (V) ou Falsos (F):
(__) A gestão escolar está exclusivamente vinculada à democratização do ensino por meio da ampliação do atendimento escolar.
(__) A gestão democrática pode ser compreendida como o processo pelo qual todos os segmentos da comunidade escolar participam da definição dos rumos que a instituição deve seguir, buscando efetivar decisões e avaliar continuamente suas ações.
(__) A autonomia e a transparência constituem princípios essenciais que orientam a prática da gestão escolar.
Assinale a alternativa com a sequência CORRETA de cima para baixo.
 

Provas

Questão presente nas seguintes provas
Segundo Jean Piaget, a partir do conceito de objeto, as crianças começam a categorizar os elementos do mundo ao seu redor. Inicialmente, elas agrupam os objetos que encontram em seu meio em classes formadas por elementos equivalentes — processo denominado categorização perceptual, no qual as coisas percebidas como semelhantes são reunidas em uma mesma categoria. Com o avanço do desenvolvimento cognitivo, a criança passa a organizar suas experiências em classes mais complexas, conhecidas como categorização conceitual. Nesse estágio, o agrupamento não depende mais apenas da aparência dos objetos, mas do conceito que a criança tem sobre eles.
Fonte: Bee (2003) apud CENTRO UNIVERSITÁRIO DE MARINGÁ. Núcleo de Educação a distância: Psicologia do desenvolvimento da criança/ Alex Eduardo Gallo, Juliana da Silva Araújo Alencar - Maringá - PR, 2012.

Essa habilidade de categorizar e formar classes é fundamental para o desenvolvimento da:
 

Provas

Questão presente nas seguintes provas
A avaliação educacional, em um campo mais amplo, fundamenta a avaliação da aprendizagem como uma de suas modalidades e apresenta diversas perspectivas. O conceito de avaliação, especialmente no contexto escolar, modificou-se ao longo dos anos, principalmente em relação às funções que ela deve desempenhar no processo educativo. Diversos autores e estudiosos da área formularam concepções que descrevem diferentes compreensões sobre a avaliação da aprendizagem, as quais foram sendo aprimoradas ao longo do tempo, resultando em leis e normas federais que buscam promover práticas avaliativas voltadas à aprendizagem.
Fonte: Pytlowanciw, Rosangela; Alves Filhos, José de. A avaliação formativa no ensino de ciências na ótica de professores. Ponta Grossa - PR: Atena, 2021.
Com base nessas ideias, julgue os excertos a seguir:
I. A avaliação educacional constitui um conjunto de abordagens teóricas sistematizadas que oferecem subsídios para julgamentos valorativos, os quais auxiliam na tomada de decisões.
II. A avaliação produz verdades absolutas e gera princípios gerais absolutos, além de fundamentar argumentos para análise e reflexão da prática docente.


Sobre os excertos, assinale a alternativa CORRETA.
 

Provas

Questão presente nas seguintes provas