Foram encontradas 50 questões.
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the
privileged domain of the wealthy, no longer available only
to (young) men, and no longer primarily associated with
religion, but many challenges nevertheless remain in terms
of aims, rationales, and accessibility, especially when we
add the digital classroom and tech-enhanced learning into
the mix. And yet, despite the challenges, education will
continue to serve as a
AI-powered learning in our post-COVID era, for example,
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
I. In Classical Athens, elementary education was mainly focused on Christian values.
II. Education has always been equally accessible to people regardless of gender or social class.
III. Tech-enhanced learning adds new challenges to contemporary education.
IV. AI-powered learning presents only benefits and has no significant challenges for students, educators, or policymakers.
V. Education is no longer considered the exclusive domain of wealthy people.
Now, select the CORRECT alternative, whose statement(s) are true:
Provas
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the
privileged domain of the wealthy, no longer available only
to (young) men, and no longer primarily associated with
religion, but many challenges nevertheless remain in terms
of aims, rationales, and accessibility, especially when we
add the digital classroom and tech-enhanced learning into
the mix. And yet, despite the challenges, education will
continue to serve as a
AI-powered learning in our post-COVID era, for example,
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
Provas
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the
privileged domain of the wealthy, no longer available only
to (young) men, and no longer primarily associated with
religion, but many challenges nevertheless remain in terms
of aims, rationales, and accessibility, especially when we
add the digital classroom and tech-enhanced learning into
the mix. And yet, despite the challenges, education will
continue to serve as a
AI-powered learning in our post-COVID era, for example,
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
Provas
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the
privileged domain of the wealthy, no longer available only
to (young) men, and no longer primarily associated with
religion, but many challenges nevertheless remain in terms
of aims, rationales, and accessibility, especially when we
add the digital classroom and tech-enhanced learning into
the mix. And yet, despite the challenges, education will
continue to serve as a
AI-powered learning in our post-COVID era, for example,
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
Provas
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the
privileged domain of the wealthy, no longer available only
to (young) men, and no longer primarily associated with
religion, but many challenges nevertheless remain in terms
of aims, rationales, and accessibility, especially when we
add the digital classroom and tech-enhanced learning into
the mix. And yet, despite the challenges, education will
continue to serve as a
AI-powered learning in our post-COVID era, for example,
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
Provas
Disciplina: Direito da Criança e do Adolescente
Banca: EDUCA
Orgão: Pref. Triunfo-PE
I. Exploração e abuso sexual.
II. Violência física, intimidação sistemática virtual e assédio.
III. Indução, incitação, instigação ou auxílio, por meio de instruções ou orientações, a práticas ou comportamentos que levem a danos à saúde física ou mental de crianças e de adolescentes, tais como violência física ou assédio psicológico a outras crianças e adolescentes, uso de substâncias que causem dependência química ou psicológica, autodiagnóstico e automedicação, automutilação e suicídio.
IV. Promoção e comercialização de jogos de azar, apostas de quota fixa, loterias, produtos de tabaco, bebidas alcoólicas, narcóticos ou produtos de comercialização proibida a crianças e a adolescentes.
V. Práticas publicitárias predatórias, injustas ou enganosas ou outras práticas conhecidas por acarretarem danos financeiros a crianças e a adolescentes.
VI. Conteúdo pornográfico.
Estão CORRETAS:
Provas
- LegislaçãoDiretrizes Curriculares NacionaisDiretrizes Curriculares Nacionais para a Educação Ambiental
Provas
- LegislaçãoLei 9.394/1996: Lei de Diretrizes e Bases da Educação Nacional
- LegislaçãoLei 10.639/2003: Obrigatoriedade Temática - História e Cultura Afro-Brasileira
Provas
Com base no que está especificado do referido Artigo, analise as alternativas e assinale a INCORRETA:
Provas
I. Por promoção, para alunos que cursaram, com aproveitamento, a série ou fase anterior, na própria escola.
II. Por transferência, para candidatos procedentes de outras escolas;.
III. Independentemente de escolarização anterior, mediante avaliação feita pela escola, que defina o grau de desenvolvimento e experiência do candidato e permita sua inscrição na série ou etapa adequada, conforme regulamentação do respectivo sistema de ensino.
Está(ão) CORRETA(S):
Provas
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