Questões Concurso SEAD-AP

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Listagem de Questões Concurso SEAD-AP

#Questão 1020767 - História, , FGV, 2022, SEAD-AP, Professor de Educação Básica - História

O Novo Ensino Médio concebe a área de Ciências Humanas e Sociais Aplicadas, a partir de uma perspectiva articulada da Filosofia, Geografia, História e Sociologia, considerando o uso de tecnologias. Nesse sentido, é esperado que o estudante desenvolva capacidades de estabelecer diálogos entre indivíduos, grupos sociais e cidadãos em contextos diversos de nacionalidade, saber e cultura.


As afirmativas a seguir indicam orientações encarecidas pela formação escolar, à exceção de uma. Assinale-a.

#Questão 1020759 - Inglês, Sinônimos | Synonyms, FGV, 2022, SEAD-AP, Professor de Educação Básica - Língua Inglesa

Critical Literacy

    Critical literacies are not new among scholars and researchers in literacy education. However, due to different theoretical bases, there is no unique definition of “critical literacy”. In their broadest sense, critical literacies refer to the ability to read texts going beyond their superficial meaning. That is, it implies approaching texts in a reflective way to understand working ideologies such as power, inequality, and injustice. In the realm of critical literacy, text is understood as a “vehicle through which individuals communicate with one another using the codes and conventions of society” (Robinson & Robinson, 2003, p. 3). Texts, in this sense, can be either songs, novels, poems, conversations, pictures, movies, and so on. […]

    Hence, the critical literacies approach is generally contrasted with functional literacy. The former views literacy as a social practice, while the latter views literacy as the mastery of linguistic skills. In addition, Manning (1999) developed a framework to distinguish critical literacies from functional literacy by establishing the difference between their respective ideology purpose, literacy curriculum, and instruction. On the one hand, the main objective of functional literacy is to produce skilled workers for the marketplace. Consequently, the curriculum is restrictive and the instruction is individualistic and competitive. On the other hand, for critical literacies, texts are not neutral but marked by power messages, dominating interests, and hidden agendas. In order to deconstruct these texts and unveil their ideological messages and power relationships, the curriculum is to employ materials from the everyday world as text and analytic tools.

    Critical scholars have overtly supported the idea that there is not a single procedure for incorporating critical literacies into the classroom, given that the particularities of the context where the foreign language is taught differ from one another. Thus, an approach to critical literacies “needs to be continually redefined in practice” (Comber, 2001, p. 274).


Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University” available at http://www.scielo.org.co/scielo.php?script= sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso


“Hence” (2nd paragraph) can be replaced without change of meaning by

#Questão 1020768 - História, , FGV, 2022, SEAD-AP, Professor de Educação Básica - História

No Novo Ensino Médio, o estudante é o foco de sua própria formação. Para isso, foram concebidos os itinerários formativos, que permitem ao educando optar pela melhor formação, segundo seu interesse de aprofundar conhecimentos.
A respeito dos eixos estruturantes dos itinerários formativos, analise as afirmativas a seguir.
I. A investigação científica: estimula a criação de processos ou produtos que atendam às demandas sociais, a partir da ampliação do conhecimento científico para construção e criação de experimentos, modelos e protótipos
II. A mediação e intervenção sociocultural: aborda os conhecimentos necessários para mediar conflitos, promover entendimento e implementar soluções para questões e problemas identificados na comunidade.
III. O empreendedorismo: propõe a ampliação dos conhecimentos de diferentes áreas para a criação de empresas, instituições ou organizações voltadas ao desenvolvimento de produtos e serviços inovadores com o uso das tecnologias.
Está correto o que se afirma em

#Questão 1020760 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2022, SEAD-AP, Professor de Educação Básica - Língua Inglesa

Critical Literacy

    Critical literacies are not new among scholars and researchers in literacy education. However, due to different theoretical bases, there is no unique definition of “critical literacy”. In their broadest sense, critical literacies refer to the ability to read texts going beyond their superficial meaning. That is, it implies approaching texts in a reflective way to understand working ideologies such as power, inequality, and injustice. In the realm of critical literacy, text is understood as a “vehicle through which individuals communicate with one another using the codes and conventions of society” (Robinson & Robinson, 2003, p. 3). Texts, in this sense, can be either songs, novels, poems, conversations, pictures, movies, and so on. […]

    Hence, the critical literacies approach is generally contrasted with functional literacy. The former views literacy as a social practice, while the latter views literacy as the mastery of linguistic skills. In addition, Manning (1999) developed a framework to distinguish critical literacies from functional literacy by establishing the difference between their respective ideology purpose, literacy curriculum, and instruction. On the one hand, the main objective of functional literacy is to produce skilled workers for the marketplace. Consequently, the curriculum is restrictive and the instruction is individualistic and competitive. On the other hand, for critical literacies, texts are not neutral but marked by power messages, dominating interests, and hidden agendas. In order to deconstruct these texts and unveil their ideological messages and power relationships, the curriculum is to employ materials from the everyday world as text and analytic tools.

    Critical scholars have overtly supported the idea that there is not a single procedure for incorporating critical literacies into the classroom, given that the particularities of the context where the foreign language is taught differ from one another. Thus, an approach to critical literacies “needs to be continually redefined in practice” (Comber, 2001, p. 274).


Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University” available at http://www.scielo.org.co/scielo.php?script= sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso


In the second paragraph, when the authors argue that “Critical scholars have overtly supported the idea”, they mean that the idea has been

#Questão 1020769 - História, , FGV, 2022, SEAD-AP, Professor de Educação Básica - História

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Manuel Castells, em Comunicação e Poder, sustenta que a mídia não é detentora do poder, mas representa o espaço em que o poder é decidido e constituído. Pode-se afirmar que, no século XXI, a web assumiu um papel central no desenvolvimento e amplificação de protestos e movimentos sociais, com forte impacto na vida offline. Trata-se da categoria sociológica de “ativismo midiático”: um tipo de ativismo digital que utiliza instrumentos tecnológicos e a Internet para organizar e difundir ações de mudança político-social.
Com base na definição contida no trecho, assinale a afirmativa que descreve corretamente ações de ativismo midiático contemporâneas.

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