Leia estas instruções :
1
C on fi ra s e os dad os con ti dos n a p arte i n fe rio r des ta ca pa es tão corre tos e , em segu ida , assine no
esp aço reserva do p ara isso .
2
3
Es te Cad erno con tém vinte e se te qu estões , se ndo 2 5 de múl ti pla escol ha e 2 discurs i vas , assim
d istri bu íd as: Discursi vas , C onh e cimen tos Espe cífi cos → 01 a 20 e Edu ca ção Pro fissio nal → 21 a 25 .
Se o C ade rn o co n ti ve r al guma impe rfe ição g rá fi ca que imp eça a le i tu ra , comuni qu e isso
ime dia tamen te ao Fis cal .
4
C ada ques tã o de mú l tip la esco lha , ap resen ta ap enas uma resp osta corre ta .
5
Os rascu nhos e as ma rca ções fe i tas nes te Cad erno n ão se rão co nside ra dos pa ra e fei to de
a va lia çã o .
6
In terpre ta r as qu estões fa z pa rte da a va lia çã o ; po rta n to , não adi an ta ped ir escl arecimen tos aos
Fis cais .
7
8
U tili ze qua lqu er espa ço em bran co d este Ca de rno pa ra rascunh os e nã o des ta qu e ne nhuma folh a .
Vo cê d ispõe de , no má ximo , q ua tro h oras pa ra resp ond er às ques tõ es de múl tipl a es col ha e
p re en che r as Fo lhas d e Res pos tas .
9
Use e xclusi vame n te cane ta esferog rá fi ca , con fe ccion ada em ma te ria l tra nspa ren te , de tin ta pre ta o u
a zu l .
10
O p re en chime n to d as Folh as de Respos tas é de sua in te ira responsa bil ida de .
11
R e ti ran do -se a ntes de dec or rer em dua s hora s do iníc io da pr ova , de vo l va , também , es te
C ade rn o ; caso con trá rio , po de rá l e vá-lo .
12
An tes d e re ti ra r-se definitivame nte da sa la , d e vol va a o Fiscal a Folh a de Respos tas .
As si nat ura do Can did ato :________________________________________________
Q u e stõe s D i sc u r si v a s
ESTAS QU ESTÕES D EVER ÃO SER RESPOND ID AS , IN TEIR AMEN TE EM L ÍN GU A IN GLESA, N A
FOLH A D E R ESPOSTAS D AS QUESTÕES D ISCU RSIVAS .
Questã o 1
Mos t organiz ed l anguage learning t ak es plac e in t he c lass room. W hat is t aught in t he c lass room
may in t heory be us eful, but t he us efulness does not alway s ext end t o prac tic e. Oft en, t here is a
gap bet ween t he language t he st udents are t aught and t he language t hey in fact require. It is t he
gap t hat projec t work c an help t o bridge.
Rec ent approac hes t o language learning and t eac hing (part ic ularly t hos e broadly t ermed
„humanist ic ‟) st ress t he import anc e of c o -operat ion among learners as a mot ivat ing fact or. S uc h
approac hes (e. g. Community Language Learning) foc us not only on int erpers onal relations hips
but als o on t he involvement and de velopment of t he individual. The more fully t he st udent is
invol ved in an ex erc is e, t he more lik ely he or s he is t o s ee t he work t hrough t o t he end, and t o
benefit from it.
It is t his s ens e of pers onal in vol vement t hat gives t he impet us t o project work . For t he st udent s,
t he mot ivat ion c omes from wit hin not from wit hout. The projec t is t heirs . They t hems elves dec ide
(in c ons ult ation wit h t he t eac her) what t hey will do and how t hey will do it , and t his includes not
only t he c ont ent of t he projec t, but als o t he language requirements .
Extra cte d from Proj ect Work . Frie d-Bo o th , D . (Resou rce Boo k fo r Te ache rs. Oxfo rd : Oxfo rd Uni ve rsi ty
Press, 1 986 . p .5 ).
Cons idering t he growing import anc e of project work t o language learning, desc ribe and ex emplify
how work ing wit h projec ts c an mot ivat e s t udent s t o bec ome more res ponsible for t heir own
de velopment .
Questã o 2
2b or not 2b?
Da vid Cry st al
The Guardian, S at urday 5 July 2008.
E ver since the arrival of printing - thought to be the invention of the devil because it would put false opinions
into people's minds - people have been arguing that new technology would have disastrous consequences
for language. Scares accompanied the introduction of the telegraph, telephone, and broadcasting. But has
there ever been a linguistic phenomenon that has aroused such curiosity, suspicion, fear, confusion,
antagonism, fascination, excitement and enthusiasm all at o nce as texting? And in such a short space of
time. Less than a decade ago, hardly anyone had heard of it.
People think that the written language seen on mobile phone screens is new and alien, but all the popular
beliefs about texting are wrong. Its graphic distinctiveness is not a new phenomenon, nor is its use restricted
to the young. There is increasing evidence that it helps rat her than hinders literacy. And only a very tiny part
of it uses a distinctive orthography. A trillion text messages might seem a lot, but when we set these
alongside the multi-trillion instances of standard orthography in everyday life, they appear as no more than a
few ripples on the surface of the sea of language. Texting has added a new dimension to language use, but
its long-term impact is negligible. It is not a disaster.
Extracted and adapted from http://www.guardian.co.uk/books/2008/jul/05/saturdayreviewsfeatres.guardianreview
Access on 02 /0 5 /20 10
Tak ing int o acc ount t he new forms of int erac tion enabled by advanc ed t ec hnologies (e. g. t ext
mes s aging in S MS, s ocial net works ), c omment on pos sible advant ages and dis ad vant ages of
int egrating t hem int o t he language t eac hing c las s room
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Q u e stõe s d e M úl ti p la E sco l ha
LÍN GUA IN GLESA
Ques t ions 01 and 02 are bas ed on t he t ex t below.
E nglis h as a Lingua Franc a
One
of
t he
h ot t est
and
mos t
pass ionat ely
debat ed
t opic s
t oday
is
un doubt edly
t he
Mc Donaldis ation of t he world. Lingua franc a of t he global village, E nglis h is perc eived as an aid t o
progres s , democ racy and modernit y by s ome, and as a hegemonic and c olonial agent by ot hers.
Greek , Lat in and Frenc h prec eded E nglis h as int er nat ional languages. However, none of t hem
managed t o reac h s o far and t o be pervas i ve in s o many as pec ts of people‟s daily life. A nd none
of t hem generat ed s uc h out right as s oc iat ions wit h an A rmageddon sc enario, where „t hreat ening
s uperpower‟, „linguist ic imperialis m‟, „perfidious plot‟ and „k iller language‟ are t he k ey -words.
S t at is tics act ually s upport t his s c hool of t hought , indic at ing t hat t he Japanes e eat very litt le fat
and s uffer fewer heart at t ac ks t han t he B ritis h or A meric ans, while t he Frenc h eat a lot of fat and
als o s uffer fewer heart at t ack s t han t he B ritis h or A meric ans. Furt hermore, t he Japanes e drink
ve ry lit tle red wine and s uffer fewer heart at t acks t han t he B rit is h or Americ ans, while t he It alians
drink ex c es sive amount s of red wine and a ls o s uffer fewer heart at t ack s t han t he B rit is h or
A meric ans. The c onc lus ion‟s a no -brainer: eat and drink what y ou lik e; it ‟s s peak ing E nglis h t hat
k ills y ou.
Monic a Hoogs t ad
h ttp ://ww w .hl tma g .co .u k /o ct09 /less03 .h tm
Access on 20 /0 4 /20 10
01. The st at is tics mentioned by t he aut hor
A) are not reliable, and s hould not be us ed t o s upport any pos it ions .
B) indic at e t hat t he E nglis h language is a haz ard t o human healt h.
C) s how t hat Greek, Lat in and Frenc h were als o „imperialist ic languages ‟.
D) are exc eptions t o t he general role of E nglis h as an int ernational language .
02. The word “no-brainer” means s omet hing
A) t hat c onc eals diffic ulty .
B) t hat produc es mood c hanges .
C) t hat dis t orts perc ept ion.
D) t hat requires litt le t hought .
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3
Ques t ions 03 and 04 are bas ed on t he t ex t below.
The muc h-quot ed line „Throw anot her s hrimp
on
t he
barbie‟
was
a
phras e
t hat ___________________ by A ust ralians , but
was a c onc oc tion of t he A ust ralian Touris t
Comiss ion for a US advert is ement for t ouris m
t o A us t ralia. „S hrimp‟ is an Americ an E nglis h
t erm: t hey are c alled „prawn‟ in A ust ralia
w ww .e n .al le xpe rts .com/e /a /a u /a ustra lia n_e ngl ish .h
tm
Access on 2 /05 /201 0
03. Choos e t he option t hat best fits t he t ex t.
A) never t o be us ed.
B) it has never been us ed.
C) never been us ed.
D) has never been us ed.
04. W e may infer t hat t he line „Throw anot her s hrimp on t he barbie‟
A) has never been heard by Americ ans.
B) is really popular in A ust ralia.
C) is not c ommonly quot ed in A ust ralia.
D) is familiar t o all nat ive E nglis h s peak ers .
05. Read t he st udent ‟s words (t ext box 1) and relat e t hem t o t he s peaking s ubsk ills (t ext box 2).
I
TE XT B OX 1 - S TUDE NT‟S W ORDS
S omet imes I hes it at e a lot or s peak ex t remely slowly .
II
I was s o nervous t hat I made a lot of mist ak es in my grammar.
III
IV
P eople oft en don‟t underst and m e bec aus e I find it diffic ult t o s peak wit h t he
right acc ent.
I alway s t ry t o us e polit e language when I meet people in formal s it uat ions.
a
TE XT B OX 2 - S PE AK ING S UB SK ILLS
S peak ing fluent ly.
b
Us ing language appropriat ely .
c
Us ing language acc urat ely.
d
P ronounc ing acc urat ely.
Choos e t he option t hat s hows t he most appropriat e order.
4
A) Ia; IIc; IIId; IV b.
C) Id; IIa; IIIb; IV c.
B) Ic ; IIb; IIIa; IV d.
D) Ib; IId; IIIc; IV a.
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06. Choos e t he t erm t hat best repres ents t his kind of act ivit y .
The learners us e Nat al urban maps
t o work out t he bes t way t o get from
A ugus t o S evero A irport t o Cas a da
Ribeira.
A) A role–play.
B) P roject work .
C) P roblem s olving.
D) A s urvey .
07. Choos e t he best c omment t o t he following t eac her‟s inst ruct ions .
The t eac her s ays t o a c lass of
t eenage element ary st udents: „ Do
t he ex erc is e on page 53. Open y our
book s and c heck y our ans wers wit h
y our part ner. ‟
A) Language not well graded.
B) Language not well s equenc ed.
C) Language t oo formal.
D) Language t oo informal.
08. Check t he wr ong plural form .
A) Heroes .
B) Tomat oes .
C) Radioes .
D) E c hoes .
09. Choos e t he group in whic h all t he words c ont ain a pejorative prefix .
A) Disc ont ent ; dec ode; unpac k.
B) Misleading; malfunc tion; ps eudo -s cient ific.
C) A nti-war; pro-A meric an; poly gamy.
D) P rot ot y pe; neo-Nazi; aut oc rat.
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10. Read t he following ex c erpt from t he book W rit ing Down t he B ones , by Nat alie Goldberg, and
c hoos e t he alt ernat ive t hat bes t c omplet es eac h blank , res pec tively .
__________ fi ve y ears ago a friend was mugged on t he Lower E as t S ide of Manhat t an.
S he t old me lat er t hat s he t hrew __________ her arms and immediat ely y elled, “Don‟t k ill me,
I‟m a writ er!” “How odd, ” I t hought __________ t he time. “W hy did s he t hink t hat would s ave
her?”
W rit ers get c onfus ed. W e t hink writ ing gives us an ex c us e __________ being alive.
(Extra cted and ada p ted from Wri ting Do wn the Bo ne s . Gol dbe rg , Na ta lie .
Bos ton : Sh ambah la Bos to n & Lon don , 198 6 . p . 5 7)
A) at – about – in – for
B) wit hin – away – on – t o
C) about – up – at – for
D) s inc e – away – up – t o
11. Read t he following s ent enc es and c hoos e t he alt ernative t hat mat c hes t he kinds of mis t ak es,
res pect ively .




S he t old me gos sips about all her friends .
It was raining hardly and we all got wet.
Our t eac her organiz ed a lot of funny act ivit ies, including a pic nic .
A s us ually , he arrived five minut es lat e.
A) A dverbs , pronouns, nouns, verbs .
B) Nouns , verbs , prepos it ions, nouns .
C) V erbs, adverbs , verbs , prepos it ions .
D) Nouns , adverbs , adject ives , adverbs .
12. Choos e t he alt ernat ive t hat bes t c omplet es t he following s ent enc e.
Onc e t he work ers had begun rec eiving financ ial information, ________________
A) wit h great c areful t hey helped lower c osts .
B) it made t he work ers eager t o help in reduc e c os ts .
C) immediat ely t hey help t o reduc e c ost s.
D) t hey immediat ely helped in reduc ing c ost s.
13. All alternatives are conditional sentences, except
A) B raz il has immens e mineral wealt h, while B rit ain has c omparat ively lit tle.
B) Unles s t he s t rik e has been c alled off, t here will be no t rains t omorrow.
C) P rovided t hat no objec tion is rais ed, we s hall hold t he meeting here.
D) W e c ould get married t oday if y ou really want ed t o.
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14. Choos e t he s et of words whic h pres ent t he s ame vowel s ound .
A) Neat – need – s eat – mat e.
B) Here – fair – rare – bear.
C) Five – st rive – dive – hive.
D) Fern – four – port – c orn.
15. W hic h of t he following words c ont ains a s ilent t ?
A) Cas t le.
B) K night.
C) S ent enc e.
D) Chant ing.
16. The underlined words in t he following pass age relat e t o eac h ot her as
" W e look ed!
Then we s aw him st ep in on
t he m a t!
W e look ed!
A nd we s aw him!
The Ca t in t he Ha t!"
(D r. Seuss, The C a t in the H a t, 1 957 )
A)
B)
C)
D)
homophones .
minimal pairs.
homony ms .
word part s.
17. Check t he c orrec t alt ernat ive t o c omplet e t he following definition of a c las s room aid .
Many t eac hers lik e t o dis play a _________________ in t heir c las s rooms and t o us e it bot h
t o help in t he t eac hing of s ounds and t o deal wit h pronunciat ion problems as t hey aris e.
A)
B)
C)
D)
P honemic
P honemic
P honemic
P honemic
c hart.
sc ript.
pair.
sy mbol.
18. S t udy t he following ex c erpt and c hoos e t he bes t alt ernative t o replac e t he words in bold .
Iceland‟s erupting volcano shows no signs of immediately abating but experts are minimizing the
importance of the healt h risks of an ash fallout over Europe.
Adapted from
http://www.euronews.net/2010/04/16/experts -play-down-volcano-health-risk/
Access on 02/05/2010
A) P lay ing down.
C) B reak ing down.
B) W earing down.
D) Dy ing down.
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7
Ques t ions 19 and 20 are bas ed on t he t ex t below.
For t he food indus t ry, t he bott om line is c ost . They are s elling __________ produc ts (food)
wit h various levels of prec ons umer ___________. The ______ ____ is alway s t o produc e t he
mos t nut ritious and s afe product at t he lowest poss ible c ost .
For c ent uries mic roorganis ms have be e n employ ed for t he produc t ion of ferment ed f ood
produc t s (i. e., c hees e, s oy s auc e, s auerk raut , wine, and bread). The ___________ of s ome
live mic robial c ult ures (probiot ics ) has proven t o pro vide a he alt h benefit t o humans and
animals. S ome foods c ont aini ng live c ult ures are y ogurt , but t ermilk , and acidophilus milk.
Thes e mic robial ferment ed food produc ts als o have an ex t ended s helf -life c ompared t o t he
peris hable st art ing raw mat erial. Thus, mic roorganisms not only provide a nut rit ional benefit t o
humans but ac t t o ex t end t he s helf-life of t he food s upply .
Mic roorganis ms employ ed by t he food indust ry inc lude bact eria, y east s, and molds. Thes e
mic roorganis ms have s everal morphologic al and phy siologic al differenc es . Morphologic ally
bac t eria are small and diffic ult t o remove, y easts are larger and will s ometime s ett le out of
s olution, whereas molds are filament ous and are ty pic ally removed by filt ration. P hy siologic ally
t hey differ in pH pre ferenc es (y east s and molds prefer a lowe r pH t han bac t eria), nut rient
___________ (different c onc ent rat ions and t y pes of nit rogen and ot her t rac e elements ), growt h
rat es (bac t eria grow muc h fast er t han y east s and molds ), and more. Thus , different c ult ure
___________, ferment at ion met hods, and product ___________ met hods are required
depending on t he mic robial s yst em being c ult ured.
(Extra cted and ada p ted from Foo d Bio tec hno lo gy . She tty , K. e t al . Bo ca Ra to n : Ta ylo r a nd Fran cis
Grou p , 20 06 . p . 153 )
19 A cc ording t o t he c ont ext, t he mis sing words are res pect ively
A) rec overy – media – c ons umption – c ommodity – proc ess ing – goal – requirements .
B) c ons umpt ion – requirements – media – proc ess ing – c ommodity – rec overy – goal.
C) c ommodity – proc ess ing – goal – c ons umpt ion – requirement s – media – rec overy .
D) media – rec overy – requirements – goal – c ons umpt ion – c ommodity – proc es sing.
20. The t ext above is t he int roduct ion t o a paper ent it led
A) Human Gut Mic roflora in Healt h and Dis eas e: Foc us on P rebiotics.
B) Tec hnologies Us ed for Mic robial P roduct ion of Food Ingredien t s.
C) S olid-S t at e B ioproc ess ing For Food W ast e Remediat ion .
D) Genet ic E ngineering of B ak er‟s Y eas t: Challenges and Out look s .
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EDUCA ÇÃ O PR OFI SSI ON AL
21. A Rede Federal de E duc aç ão P rofiss ional, Cient ífic a e Tec nológic a, inst it uída p ela Lei nº
11. 892/ 2008, é formada por um c onjunt o de ins t it uiç ões de nat urez a jurídic a de aut arquia,
det ent oras de aut onomia adminis t rat iva, pat rimonial, financ eira, didát ic o -pedagógic a e
disc iplinar. A ess e res peit o, analis e as afirmativas abaix o.
A educ aç ão profissional, previst a pelo art. 39 da Lei 9. 394/ 1996 e regida pelas diret riz es
definidas pelo Cons elho Nacional de E duc aç ão, é desenvolvida por meio de c urs os e
programas de formaç ão c ontinuada de t rabalhadores , de educ aç ão profis sional t éc nic a de
nível médio e de educ aç ão profiss ional t ecnológica de graduaç ão e de pós -graduaç ão.
A ofert a de c urs os e programas para a educ aç ão profis sional obs erva duas premis s as
bás ic as: a es t rut uraç ão em eix os merc adológic os, c ons iderando os divers os s et ores da
ec onomia loc al e regional, e a art ic ulaç ão c om as áreas profis sionais, em funç ão da
empregabilidade e do empreendedoris mo.
Os Ins tit ut os Federais s ão ins tit uiç ões de educ aç ão s uperior, bás ic a e profiss ional,
pluric urric ulares e mult ic ampi, es pecializ ados na ofert a de educ aç ão profissional e
t ec nológic a nas diferent es modalidades de ens ino, c om bas e na c onjugaç ão de
c onhec iment os t éc nic os e t ec nológic os c om as s uas prátic as pedagógic as .
Uma das finalidades dos Ins t it ut os Federais é qualific ar -s e c om o c ent ro d e re fer ênc ia
no apoio à of ert a do ens ino de c iênc ias nas ins t it uiç ões públic as de ens ino,
oferec en do c apac it aç ão t éc nic a e at ualiz aç ão pedagógic a aos doc ent es das redes
públic as de ensino.
E m s e t rat ando da art ic ulaç ão dos c urs os t éc nic os de n í vel médio e o ens ino médio,
es t ão previs t as , legalment e, as s eguint es formas de ofert as es pec ífic as para o
des envol viment o des s a art ic ulaç ão: divers ific ada, int egrada, c onc omit ant e, unific ada e
s ubs equent e.
I
II
III
IV
V
A ss inale a opç ão em que t odas as afirmat ivas es t ão c orret as.
A) III, IV e V.
B) I, II e IV .
C) II, III e V.
D) I, III e IV.
22. A legis laç ão educ ac ional que es t abelec e as orient aç ões c urric ulares para a educ aç ão
profis s ional permit iu, ent re out ras medidas, a c riaç ão do P rograma de Int egraç ão da E duc aç ão
P rofiss ional ao E ns ino Médio na modalidade E duc aç ão de Jovens e A dult os – P ROE JA , c omo
uma polít ic a de inc lus ão.
Cons iderando as diret riz es nac ionais vigent es, julgue, s e fals os (c om F) ou verdadeiros (c om
V), os fundament os polític o -pedagógic os apres ent ados abaix o, nort eadores da organiz aç ão
c urric ular para o c umpriment o des s a polític a.
(
)
(
)
(
)
(
)
(
)
A int egraç ão c urric ular, vis ando a qualific aç ão s oc ial e profiss ional artic ulada à
elevaç ão da es c olaridade, c onst ruída a part ir de um proc es s o democ rátic o e
part icipativo de disc uss ão c olet iva.
A es c ola formadora de s ujeit os, art ic ulada a um projet o c oletivo de emanc ipaç ão
humana.
A valoriz aç ão de proc ediment os t éc nic os, vis ando a formaç ão para o merc ado de
t rabalho.
A c ompreens ão e a c ons ideraç ão dos t empos e dos es paç os de formaç ão dos
s ujeit os da aprendiz agem.
A es c ola vinc ulada à realidade dos s ujeit os.
(
)
A ges t ão democ rát ic a, em c ooperaç ão c om os projet os de governo.
(
)
O t rabalho c omo princ ípio educ ativo.
A ss inale a opç ão em que a s equênc ia est á c orret a.
A) V, V, F, V, V, F e V.
B) F, V, F, V, V, F e V.
C) F, V, V, F, F, V e V.
.
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D) V, F, V, V, V, V e F.
9
23. A educ aç ão profiss ional t em uma dimens ão s ocial int ríns ec a que ext rapola a s imples
preparaç ão para um a oc upaç ão es pec ífic a no mundo do t rabalho. Nes s e s entido, t orna -s e
impresc indível a implement aç ão do c urríc ulo int egrado. Est e último t raduz -s e,
fundament alment e, num proc es s o de
A) art ic ulaç ão e c ont ex t ualiz aç ão das prát ic as educ at ivas c om as ex periênc i as dos doc ent es,
orient ado por uma pos t ura pluridisc iplinar relevant e para a c ons t ruç ão do c onhec iment o .
B) s ocializ aç ão e difus ão de c onhec iment os c ient ífic os nec ess ários à formaç ão propedêut ic a,
c om bas e em c onc eit os e habilidades c onst ruídos por meio de at ividades ac adêmic as.
C) art ic ulaç ão e diálogo c onst ant e c om a realidade, em obs ervânc ia às c arac t eríst ic as do
c onhec iment o (c ient ífic as, his t óric as , ec onômic as e s ocioc ult urais ), dos s ujeit os e do
meio em que o proc es s o s e des envol ve.
D) uniformiz aç ão das prát ic as pedagógic as , definida nos c rit érios de s eleç ão e organiz aç ão
de c ont eúdos e de proc ediment os avaliat ivos , a fim de as s egurar o s uc es s o nos
res ult ados da aprendiz agem.
24. A aprendiz agem é ex plic ada por diferent es t eorias c ognitivas , t endo c om o referênc ia os
pres s upost os da P sic ologia E volut iva e da P sic ologia da A prendiz agem. A part ir dess e
referenc ial, relac ione c ada abordagem t eóric a apres ent ada na primeira c oluna ao s eu
res pect ivo proc es s o de des envolviment o da aprendiz agem humana ex plic it a do na s egunda
c oluna.
1 - B ehavioris mo
2 - S óc io-hist óric a
3 - Int eligências
múltiplas
4 - E pist emologia
genét ic a
a(
)O des envolviment o c ognitivo é pos sibilit ado pela
int eraç ão do s ujeit o c om o out ro e c om o grupo
s ocial, t endo c omo fat or princ ipal a linguagem,
num proc es s o de amadureciment o das funç ões
ment ais s uperiores.
b( )O proc ess o de aprendiz agem humana oc orre por
meio do desenvol viment o de es trut uras c ognitivas,
que s e modificam por meio da adaptaç ão,
envolvendo a ass imilaç ão e a ac omodaç ão, mediada
pela equilibraç ão dos es quemas cognit ivos.
c( )A aprendiz agem ac ont ec e pelo c ondic ionament o do
c omport ament o, por meio do proc ess o de
es t ímulo-res post a, dependendo das variá veis que
s e originam no ambient e.
d ( )P ara
que
oc orra
o
des envolviment o
da
aprendiz agem humana, é prec is o ident ific ar as
c apac idades
c ognitivas
mais
evident es
do
indivíduo, c om o objet ivo de ex plorá -las e
des envol vê-las .
A ss inale a alt ernat iva c uja relaç ão da primeira c oluna c om a s egunda est á c orret a.
A) 1a; 2b; 3c; 4d.
C) 1b; 2c; 3a; 4d.
B) 1c ; 2a; 3d; 4b.
D) 1d; 2b; 3c; 4a.
25. O educ ador precis a ut iliz ar divers as es t rat égias didát ic o -pedagógic as que favoreç am o
des envol viment o da aprendiz agem. Uma delas é es timular, no aluno, a met ac ogniç ão, um
proc ess o que diz res peit o ao des envol viment o da c apacidade de
A) aprender a aprender, por meio da aut orregulaç ão, da t omada de c ons c iênc ia e do c ont role
da própria aprendiz agem, c onhec endo os erros e os s uc es s os .
B) repres ent aç ão da realidade, c omo s uport e para aprende r s emelhanç as e diferenç as ent re
vá rios modelos c ognit vos , poss ibilit ando ex por, c ont ras t ar, c ons t ruir e redesc rever os
próprios modelos e os dos out ros.
C) as similaç ão dos c ont eúdos, por meio da anális e de s it uaç ões problemas , c onsiderando o
mét odo dialétic o do pens ament o.
D) aprender c ont eúdos c onc eit uais, proc ediment ais e at it udinais, motivada po r c ent ros de
int eress es , em que a aquis iç ão do c onheciment o s e dá para além da c ooperaç ão, da t roc a
e do diálogo.
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