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Questões por banca
30 bancas disponíveis. Clique para visualizar todas.
Acesse diretamente as bancas disponíveis na QuestLab. As quantidades abaixo consideram as questões ativas do banco.
CEBRASPE
51.840 questões
FGV
25.316 questões
FCC
24.632 questões
AOCP
23.496 questões
IBFC
11.190 questões
VUNESP
11.173 questões
Instituto Quadrix
10.156 questões
FUNDATEC
9.088 questões
IBADE
7.820 questões
CESGRANRIO
6.013 questões
CONSULPLAN
4.174 questões
FEPESE
3.585 questões
IADES
3.439 questões
IESES
2.627 questões
OBJETIVA
2.462 questões
SELECON
2.377 questões
IDECAN
1.907 questões
MS CONCURSOS
1.485 questões
Instituto Legalle
1.281 questões
FAFIPA
1.161 questões
FUMARC
842 questões
ACAFE
551 questões
INSTITUTO AOCP
430 questões
NUCEPE
378 questões
FUNIVERSA
348 questões
FAURGS
203 questões
INSTITUTO CONSULPAM
80 questões
FIOCRUZ
48 questões
MACKENZIE
48 questões
CETRO
17 questões
24.776 questões encontradas
Los “fenómenos lingüísticos fosilizados” (Yokota apud Cabral, 2005) corresponden a un concepto que se puede definir como
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Brown (2006) mentions that language, culture, and context are very influential in effective communication. Read the account by a foreigner of his experience in another country to answer question. At first, things in the cities look pretty much alike. There are taxis, hotels with hot and cold running water, theaters, neon lights, even tall buildings with elevators and a few people who can speak English. But pretty soon the American discovers that underneath the familiar...exterior there are vast differences. When someone says “yes” it often doesn’t mean yes at all, and when people smile it doesn’t always mean they are pleased. When the American visitor makes a helpful gesture, he may be rebuffed, when he tries to be friendly nothing happens. People tell him that they will do things and don’t. The longer he stays, the more enigmatic the new country looks.
This text could be part of a reading unit aimed at developing students’ awareness of
Among the following sentences, the one which presents syntactic ambiguity, allowing more than one possible interpretation, is
Read the anecdote. I’m a nurse, one time for Valentine’s Day I brought little satin hearts for my co-workers to pin in them. They were different sizes. There was a Dr there; when I was handing them out, someone decided he should have the largest one. Later a family member comes to the desk asking for the Dr, my coworker says “oh he’s down that way, he’s the one with the big heart on”… (https://www.reddit.com) The misunderstanding by the family member may have happened because
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Leia o texto para responder à questão. Segundo Kramasch (2024), o conceito de competência intercultural recebeu um novo significado por meio do uso de comunicação mediada por computadores (CMC), com o objetivo de promover a interação na L2 entre falantes nativos e não nativos da língua e entre falantes não nativos, e de capacitá-los a ter acesso a e manipular ambientes culturais não nacionais. O acesso direto a falantes da L2 e a imersão cultural promovida pela CMC realçam a ilusão do imediatismo semiótico e a autenticidade cultural. Entretanto, não conduziu, necessariamente, a uma exploração profunda de diferenças culturais. A comunicação intercultural online enfatizou a participação em comunidades online, a colaboração, a solução conjunta de problemas e o desenvolvimento de identidades híbridas que tanto independem das coações sociais do mundo real, quanto ficam sujeitas às pressões sociais e às coações coletivas das comunidades online. Não é à toa que há um número crescente de linguistas aplicados que estão ávidos a trazer a história, a memória e os aspectos subjetivos da aprendizagem de línguas de volta à sala de aula, bem como uma reflexão sobre o significado de operar entre línguas, a partir do background cultural do próprio indivíduo. (Kramasch, C. 2024. Adaptado)
In the text, Kramasch points out that, as far as L2 teaching goes,
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Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)
According to the first and second paragraphs,
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Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)
As far as formal teaching and learning are concerned, it is correct to state from the reading of the text:
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Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)
As questões levantadas no texto sobre o uso de IA em ambientes educacionais podem mais diretamente trazer preocupações aos professores quando atendendo ao seguinte aspecto discriminado no Currículo Paulista:
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Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)
