Questões para Concursos

Leia o texto a seguir e responda às questões de 33 a 39. Considere ainda o texto anterior para responder as questões 33 e 34, que tratam de itens estruturais da língua.

O Leão e o Rato

Certo dia, estava um Leão a dormir a sesta quando um ratinho começou a correr por cima dele. O Leão acordou, pôs a pata em cima, abriu a bocarra e preparou-se para o engolir.
- Perdoa-me! - gritou o ratinho - Perdoa-me desta vez que eu nunca o esquecerei. Quem sabe se um dia não precisarás de mim?
O Leão ficou tão divertido com esta ideia que levantou a pata e o deixou partir.
Dias depois o Leão caiu numa armadilha. Como os caçadores o queriam oferecer vivo ao Rei, amarraram-no a uma árvore e partiram à procura de um meio para o transportarem.
Nisto, apareceu o ratinho. Vendo a triste situação em que o Leão se encontrava, roeu as cordas que o prendiam.
E foi assim que um ratinho pequenino salvou o Rei dos Animais.

Jean de La Fontaine
Texto adaptado. Fonte: https://www.pensador.com/frase/ODEwNDAw/

Quando se trata de ensino, é necessário, primeiramente, verificar o que os documentos oficiais preconizam a respeito, especificamente, do ensino de língua portuguesa. A lei que configurou as maiores mudanças no sistema educacional brasileiro foi a Lei nº 9.394/1996. A partir de então, foram elaborados os Parâmetros Curriculares Nacionais, a fim de orientar as instituições de ensino a operacionalizar as mudanças propostas pela nova Lei de Diretrizes e Bases da Educação Nacional. Em consonância, a partir da década de 1980, estudos linguísticos viabilizaram importantes discussões sobre o ensino da língua materna e reflexões acerca do trabalho realizado em sala de aula, no que tange ao ensino-aprendizagem de língua portuguesa. No entanto, apesar das muitas discussões, parece que, ainda, a questão central para os professores continua sendo “ensinar ou não a gramática” e “como fazê-lo”, persistindo-se, em alguns aspectos, uma prática pedagógica do estudo da palavra isolada e sem sentido para o aluno. A partir dessas reflexões e com base em seus conhecimentos, responda às questões de 29 a 34.

TEXT 2 – Questions 41 to 50

Jean Piaget – Champion of Children’s Ideas "If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." - Jean Piaget (1896-1980).

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge. He/she was also an essential observer and guide to helping children build their own knowledge.
As a university graduate, Swiss-born Piaget got a routine job in Paris standardizing Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?
Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children's errors, teachers can obtain insights into the child's view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.
Piaget's continued interactions with young children became part of his life-long research. He explored children's countless "why" questions, such as, "Why is the sun round?" or "Why is grass green?", and concluded that they do not think like adults. Their thought processes have their own distinct order and special logic. Children are not "empty vessels to be filled with knowledge" (as traditional pedagogical theory had it). They are "active builders of knowledge - little scientists who construct their own theories of the world."
(Adapted from: https://www.scholastic.com/teachers/articles/teaching-content)

TEXT 2 – Questions 41 to 50

Jean Piaget – Champion of Children’s Ideas "If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." - Jean Piaget (1896-1980).

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge. He/she was also an essential observer and guide to helping children build their own knowledge.
As a university graduate, Swiss-born Piaget got a routine job in Paris standardizing Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?
Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children's errors, teachers can obtain insights into the child's view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.
Piaget's continued interactions with young children became part of his life-long research. He explored children's countless "why" questions, such as, "Why is the sun round?" or "Why is grass green?", and concluded that they do not think like adults. Their thought processes have their own distinct order and special logic. Children are not "empty vessels to be filled with knowledge" (as traditional pedagogical theory had it). They are "active builders of knowledge - little scientists who construct their own theories of the world."
(Adapted from: https://www.scholastic.com/teachers/articles/teaching-content)

TEXT 1 – Questions 31 to 40

Developing a Love of Reading in Students

Exposing new readers to a variety of genres can help them find the books they love. Plus, we’ll show some reading comprehension strategies to deepen their engagement.
By Kathryn Starke
January 31, 2020
Every elementary school teacher is essential in helping each child on his or her reading journey. When we provide the resources to meet the literacy needs of our students beginning as early as prekindergarten, students and teachers will feel both confident and competent in teaching and learning to read.
While helping students learn to read, it is also important to create a love of reading. Students who read voluntarily report less negativity about reading than those who are required to read. Motivation is the key here. One of the best resources I have found for creating motivation is a shelf filled with books that match students’ interest level and reading level. They should be surrounded by titles that reflect the lives of themselves as well as their classmates.
Also, students should be provided with books that represent all genres so that they can determine what they most enjoy reading. Student book choice is the first step in getting children hooked on reading. When students have ownership of their reading, successful, independent readers begin to bloom.
Assume that students have no understanding of the vocabulary words or content of the text. Allow them to make predictions, make connections, and ask questions before every reading experience to gauge their knowledge. These three comprehension strategies inform a teacher of the students’ proficiency about a particular topic. Encourage readers to use the title and pictures to make a prediction about what the book is about before reading it. During reading, students confirm their prediction and make a connection.

(Adapted from: https://www.edutopia.org)