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CEBRASPE 51.363 questões FGV 25.316 questões FCC 24.632 questões AOCP 23.456 questões IBFC 11.190 questões VUNESP 10.983 questões Instituto Quadrix 9.793 questões FUNDATEC 9.088 questões IBADE 7.820 questões CESGRANRIO 6.013 questões OBJETIVA 4.740 questões CONSULPLAN 4.174 questões FEPESE 3.585 questões IADES 3.439 questões IESES 2.627 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 FIOCRUZ 48 questões MACKENZIE 48 questões CETRO 17 questões
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ID 115515 Língua Inglesa Compreensão e Interpretação de Textos VUNESP 2025
Texto associado
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:

A AI is a reality in most classrooms, and learning tasks must inevitably incorporate it to help learning in technological times.
B AI has become increasingly relevant for students since it helps produce texts by offering content as well as language information.
C AI must be only gradually introduced in schools, considering it is very recent technology and teachers and students are uncertain about it.
D AI should be used as largely in the classroom as other technologies have for some time now.
E a new parameter for “authorship” or “editorship” must be a topic of discussion among education leaders in the present AI era.
ID 115514 Língua Inglesa Compreensão e Interpretação de Textos VUNESP 2025
Texto associado
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:

A “... foco na compreensão (ou escuta) e na produção oral (ou fala)”.
B “Conhecimentos linguísticos: consolidam-se pelas práticas de uso, análise e reflexão sobre a língua...”.
C “Trata-se, portanto, de uma escrita autoral, que se inicia com textos que utilizam poucos recursos verbais... e se desenvolve para textos mais elaborados”.
D “Quem define o que é o ‘correto’ na língua? Quem estaria incluído nesses usos da linguagem? Quem estaria silenciado?”.
E “Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural”.
ID 115513 Língua Inglesa Compreensão e Interpretação de Textos VUNESP 2025
Texto associado
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)

In the sentence from the second paragraph “In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate ”, the fragment in bold intends to

A argument.
B explain.
C exemplify.
D justify.
E persuade.
ID 115512 Língua Inglesa Compreensão e Interpretação de Textos VUNESP 2025
Texto associado
Read the text to answer question. The last century of language teaching history, operating within this theory-practice, researcher teacher dichotomy, has not been completely devoid of dialogue between the two sides. We moved in and out of paradigms (Kuhn, 1970) as inadequacies of the old ways of doing things were replaced by better ways. These trends in language teaching were partly the result of teachers and researchers communicating with each other. The custom of leaving theory to researchers and practice to teachers has become, in Clarke’s (1994) words, “dysfunctional”. What is becoming clearer in this profession now is the importance of viewing the process of language instruction as a cooperative dialog among many technicians, each endowed with special skills, such as program developing, textbook writing, measuring variables of acquisition, designing experiments, and the list goes on. We are all practitioners and we are all theorists. Whenever that understanding calls for putting together diverse bits and pieces of knowledge, you are doing some theory building. Or, if you have observed some learners in classrooms and you discern common threads of process among them, you have created a theory. And whenever you, in the role of a teacher, ask pertinent questions about Second Language Acquisition (SLA), you are beginning the process of research that can lead to a theoretical statement. (Brown, H.D. 2006. Adaptado)

The first paragraph of the text mentions theory and practice in SLA as

A some cycles.
B a paradigm.
C an interplay.
D an opposition.
E a trend.
ID 115511 Língua Inglesa Compreensão e Interpretação de Textos VUNESP 2025
Texto associado
Read the text to answer question. The last century of language teaching history, operating within this theory-practice, researcher teacher dichotomy, has not been completely devoid of dialogue between the two sides. We moved in and out of paradigms (Kuhn, 1970) as inadequacies of the old ways of doing things were replaced by better ways. These trends in language teaching were partly the result of teachers and researchers communicating with each other. The custom of leaving theory to researchers and practice to teachers has become, in Clarke’s (1994) words, “dysfunctional”. What is becoming clearer in this profession now is the importance of viewing the process of language instruction as a cooperative dialog among many technicians, each endowed with special skills, such as program developing, textbook writing, measuring variables of acquisition, designing experiments, and the list goes on. We are all practitioners and we are all theorists. Whenever that understanding calls for putting together diverse bits and pieces of knowledge, you are doing some theory building. Or, if you have observed some learners in classrooms and you discern common threads of process among them, you have created a theory. And whenever you, in the role of a teacher, ask pertinent questions about Second Language Acquisition (SLA), you are beginning the process of research that can lead to a theoretical statement. (Brown, H.D. 2006. Adaptado)

The second paragraph introduces the figure of the technician, placing them as

A the substitutes for both, teachers and researchers.
B skilled professionals who can perform different tasks.
C the recipients for researchers’ findings.
D support professionals for researchers and teachers.
E professionals unrelated to either researchers or teachers.