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PREF EI T URA
BELO HORIZONTE
PROFESSOR MUNICIPAL
INGLS
CONHECIMENTOS POLTICO-PEDAGGICOS
01. E o povo negro entendeu que o grande vencedor
Se ergue alm da dor
Tudo chegou sobrevivente num navio
Quem descobriu o Brasil?
Foi o negro que viu a crueldade bem de frente
Milagres do Povo
Caetano Veloso
A demanda da comunidade afro-brasileira por reconhecimen-
to, valorizao e afirmao de direitos, no que diz respeito
educao, passou a ser particularmente apoiada com a promul-
gao da Lei 10639/2003, que estabelece a obrigatoriedade do
ensino de histria e cultura afro-brasileiras e africanas.
No entanto, a simples promulgao da lei no garante uma
mudana de postura quanto ao respeito s pessoas negras, sua
descendncia africana, sua cultura e histria. Exige ateno cons-
tante do professor no cotidiano da sala de aula. Comportamen-
tos, como apelidos, brincadeiras, piadas sobre os traos fsicos,
a textura dos cabelos, entre outros, devem ser discutidos com
os alunos, levando-os a compreender que essas brincadeiras
guardam significaes, substancialmente, da seguinte ordem:
A) seleo de classe
B) modo de alienao
C) imposio de valores
D) distino de modelos
E) forma de desqualificao
02. A escola precisa organizar-se em comunidades de aprendi-
zagem, onde as transformaes devem comear a ocorrer de
modo planejado. (Vra Lopes)
Segundo a autora, para construo de uma escola transformadora
imprescindvel que toda a comunidade escolar se organize,
fundamentalmente, a partir do seguinte binmio: :
A) construo coletiva e trocas constantes
B) definio terica e revises metodolgicas
C) representao de conselho e metas factveis
D) perspectiva inclusiva e discusses peridicas
E) superviso pedaggica e princpios educativos
03. A Poltica Nacional da Educao Especial na Perspectiva da
Educao Inclusiva exige dos sistemas de ensino a organiza-
o de condies de acesso aos espaos, aos recursos peda-
ggicos e comunicao, de forma a atender as necessidades
educacionais de todos os alunos.
A exigncia de acessibilidade a que se refere o documento
pretende favorecer a promoo da aprendizagem, bem como
o seguinte fator:
A) incluso no mercado de trabalho
B) reconhecimento das deficincias
C) socializao no espao escolar
D) adaptao das metodologias
E) valorizao das diferenas
04. A Lei de Diretrizes e Bases da Educao Nacional (LDBN)
faculta aos diferentes nveis do sistema desdobrar o ensino
fundamental em ciclos ou a utilizar progresso regular por
srie, adotando o regime de:
A) reteno voluntria
B) aprovao automtica
C) mdulos independentes
D) progresso continuada
E) blocos transdisciplinares
05. Juan Manuel Alvarez Mndez prope analisar a aprendiza-
gem, com base nas trilhas da avaliao. O autor concebe ava-
liao como uma atividade de aprendizagem e de conhecimen-
to, que dever apresentar estreita relao com as concepes
pedaggicas e curriculares. Dessa maneira, a avaliao tem a
seguinte funo:
A) seletiva
B) formativa
C) prescritiva
D) diagnstica
E) classificatria
06. Temos, s vezes, a impresso de que a ao simplifica, pois
em uma alternativa decide-se, escolhe-se. Entretanto, a ao
deciso, escolha, mas tambm uma aposta. E na noo de
aposta h a conscincia do risco e da incerteza. (Edgard Morin)
O centro do processo educativo no deve ser o contedo
preestabelecido como faz a escola hoje. O centro do processo
educativo tambm no pode ser o aluno. (Danilo Gandin)
Estabelecendo uma interface entre os trechos acima e pensan-
do na prxis pedaggica, possvel afirmar que o centro do
processo educativo, basicamente, :
A) projeto pedaggico
B) programa de metas
C) metodologia adotada
D) matriz de competncias
E) interdisciplinaridade contextualizada
07. De acordo com Arroyo, cada pessoa vai se constituindo como
sujeito cognitivo, afetivo, tico, cultural, social, corpreo,
esttico, em temporalidades diferentes, cabendo instituio
de ensino pensar em como organizar o tempo, os espaos, as
prticas educativas, os contedos, os horrios, os trabalhos
dos professores, a partir da lgica dos ciclos de vida e suas
singularidades. imprescindvel o respeito ao tempo huma-
no, cultural, mental, social, identitrio dos alunos. Esta orga-
nizao diferenciada de tempo e espao entendida como:
A) local de convvio
B) ciclo de contedo
C) tempo de formao
D) espao de imaginao
E) organizao de aprendizagem
08. Para compreender a natureza dos Parmetros Curriculares Naci-
onais necessrio situ-los como o primeiro nvel de concretizao
curricular. Definem uma meta educacional para a qual devem
convergir as aes polticas dos outros nveis de concretizao
(estados, municpios, escolas). Nesse sentido, podemos
caracteriz-los, com relao ao ensino fundamental, como:
A) modelo padro
B) matriz referencial
C) reviso conceitual
D) norma institucional
E) sistema organizacional
09. De acordo com a LDBN, a difuso de valores fundamentais
ao interesse social, aos direitos e deveres dos cidados, de
respeito ao bem comum e ordem democrtica, a orientao
para o trabalho e promoo do desporto educacional so,
entre outras, diretrizes que devem ser observadas na educa-
o bsica para desenvolvimento de:
A) currculos ocultos
B) valores atitudinais
C) contedos curriculares
D) atividades no formais
E) metodologias temticas
10. A escola comum se torna inclusiva quando reconhece as
diferenas dos alunos diante do processo educativo e busca a
participao e o progresso de todos, adotando novas prticas
pedaggicas. (A Educao Especial na Perspectiva da Incluso Escolar)
O Atendimento Educacional Especializado (AEE) nas redes
pblicas de ensino destina-se aos alunos com deficincia, trans-
tornos globais do desenvolvimento e altas habilidades/
superdotao. Todos os alunos, alvos de AEE, devem estar
matriculados e frequentando turmas regulares. O referido aten-
dimento, oferecido preferencialmente no contraturno, prev
a aquisio pelo poder pblico de equipamentos que devem
compor o que chamamos de:
A) Centros de Complementao Pedaggica
B) Espaos de Metodologias Especializadas
C) Turmas de Atendimento a Deficientes
D) Salas de Recursos Multifuncionais
E) Classes de Alunos Especiais
PROFESSOR MUNICIPAL
INGLS
4
PREF EI T URA
BELO HORIZONTE
CONHECIMENTOS ESPECFICOS
11. The National Curriculum Parameters (PCNs), formulated in
1998, aims to provide our youth with effective access to
areas of knowledge that are vital to the exercise of citizenship.
Therefore, habitual reading by teachers of PCNs is highly
recommended since it will promote the desired goal of:
A) interest in social interaction
B) input through learner needs
C) organization by proficiency level
D) reflection on classroom practices
E) merging of productive techniques
12. One of the most important teachers jobs, according to the
PCNs, is to make learners aware of the knowledge offered in
class, identify and classify its application, with the incentive
of giving continuity to future constructs.
This kind of procedural attitude from teachers will promote
among learners the following reaction:
A) respect
B) equality
C) creativity
D) interaction
E) motivation
13. In the section entitled Pedagogical Orientation of the PCNs,
systemic knowledge is said to contribute to the activation
and validation of hypotheses formulated by learners.
The area of systemic knowledge wich is vital to help learners
extract meaning from texts deals with:
A) morphology
B) pragmatics
C) semantics
D) lexicon
E) syntax
14. In the third and fourth cycles, the PCNs encourage as a goal
the construction of meaning with less emphasis on systemic
knowledge of the foreign language.
At this level, teachers will be responsible for the compilation
of texts whose contexts are relevant to the reality of their
students with a view to developing their ability of:
A) contextual identification
B) discoursal engagement
C) content adequacy
D) semantic transfer
E) textual typology
15. In Bakhtins approach to genres, he claims that generic forms
are much more flexible, plastic and free than language forms.
Coscarelli in her article Gneros textuais na escola also
approaches this controversial issue.
The statement below that best expresses her standpoint on
the subject is:
A) When subjected to communication, specific genre
features are recognized a priori to and in the process
of communication.
B) Genre features are not pervasive; rather, they might
occur only once in a complete text.
C) Genre features are hard to isolate and retrieve from the
observable reality of social context.
D) Breach of genre prototypical patterns is regarded as a
constitutive feature of genres.
E) Since genres deal with recurring situations genre features
are identifiable patterns.
16. Coscarelli also draws attention to a widespread misconception
concerning the terms text type and genre.
From her comprehensive comments, one may conclude that
the only sequence, below, consisting of a genre followed by a
text type is:
A) response and lecture
B) review and description
C) narrative and summary
D) recount and explanation
E) procedure and exposition
17. The job of a teacher is not over at the moment students are
able to distinguish genres. A series of other aspects must be
taken into consideration for communication to take place.
Coscarelli asserts that one of the main features teachers must
further focus on refers to:
A) intention of author
B) impact of introduction
C) specificity of interaction
D) alignment of turn-taking
E) feasibility of argumentation
18. In Desafios da Formao by SMED/PBH, emphasis is given
to paramount skills to master comprehension and production
of oral and written texts. The authors, borrowing from
Cristvo et al., distinguish two kinds of skills: action and
discourse skills.
Action skills refer to:
A) awareness of effects on differing contexts and
pupils, and understanding of the causes for variability
B) interaction in the target language through mobilization
of grammar knowledge so as to express meaning
C) understanding moment-by-moment realities of the
classroom as the planned curriculum is enacted
D) text production regardless of gender and situational
variables
E) genre recognition and relationship with production
contexts
5
PREF EI T URA
BELO HORIZONTE
PROFESSOR MUNICIPAL
INGLS
19. Dias in his article Critrios para a avaliao do livro didtico
de lngua estrangeira, cited in SMED/PBH - Desafios da
Formao, mentions the concepts of scaffolding,
feedback and autonomy.
The agent of scaffolding and the individual undergoing the
process of autonomy are, respectively:
A) author and reader
B) teacher and learner
C) speaker and listener
D) lecturer and lecturee
E) director and curriculum designer
20. Dias praises the use of technology in the classroom. However,
the author warns teachers against non-productive uses of
technological tools.
The use of technology in the classroom will prove itself
inefficient and pointless if the teaching syllabus includes the
use of:
A) online chatting
B) digital guidance
C) interactive games
D) self-correction exercises
E) decontextualized vocabulary
21. Student assessment should be centered on the process rather
than on the product itself (Adapted from SMED/PBH).
The authors mention two major categories of testing which
aim to help learners overcome their difficulties. They are
commonly identified as:
A) objective and subjective
B) black-box and white-box
C) diagnostic and prognostic
D) formative and summative
E) functional and non-functional
22. As an alternative testing format, the authors of SMED/PBH
suggest the use of an evaluation instrument which allows for
a performative or processual assessment.
This processual assessment instrument is known as:
A) portfolio
B) screening
C) inventory
D) outcome
E) escalation
23. Curricular proposals from Escola Plural (2002) and PCNs
(1998) advocate on behalf of educational experiences with
exposure to cultural diversity in order to broaden classroom
boundaries. (Adapted from SMED/PBH).
By taking into consideration all the advantages of such
proposals, we may assert that the binding concept supporting
this entire framework is a perspective characterized as:
A) transverse
B) intranational
C) multicultural
D) sociopragmatic
E) interdisciplinary
24. Dias et al., cited in SMED/PBH, discuss the importance of
cognitive, affective and social strategies in the learning process.
One of the metacognitive strategies central to the success of
the learning process is:
A) making use of study methods
B) writing class notes down over again
C) reading book chapters ahead of time
D) comparing classmates notes to your own
E) confirming new information in other sources
25. The effective teaching of reading includes the development
of strategies and a critical stance toward the text. (SMED/
PBH)
The strategy that assists the reader in getting the gist of a
text, that is, its main theme, production aspects and genre is
called:
A) rereading
B) scanning
C) skimming
D) predicting
E) summarizing
26. Marc Prensky claims that the arrival and rapid dissemination
of digital technology have had a massive impact on education.
Todays students are no longer individuals that our educational
system was designed to teach.
The reason for such a mismatch, according to Prensky, lies in:
A) students learning goal
B) teachers elitist attitude
C) students versatile texting
D) teachers digital resistance
E) students information processing
27. Prensky further proposes sarcastic and funny designations
for this new generation and their predecessors.
They are, respectively, referred to as:
A) gadget freaks and ultra conservatives
B) digital natives and digital immigrants
C) biosphere geniuses and earthling beings
D) web-friendly maniacs and renaissance bipeds
E) cyberspace robots and down-to-earth humans
PROFESSOR MUNICIPAL
INGLS
6
PREF EI T URA
BELO HORIZONTE
28. A solution to the present-day educational dilemma is offered
by Presky.
The proposed solution requires an unavoidable course of
action best expressed in following:
A) teachers learning new ways to do old stuff
B) students making significant efforts to adapt
C) learning goals undergoing radical transformation
D) design creation updating curricula for online courses
E) teachers having their assistants translate their teaching
29. In addition, the author claims that the kind of cooperation
between students and teachers will also need to change.
Students participation will consist of:
A) promoting self-learning strategies
B) enhancing meaningful thinking
C) guiding digital implementation
D) suggesting curriculum designs
E) teaching computer science
TEXTO: NEEDS-KNOWLEDGEABLE INSTRUCTORS
By Diane Belcher, Editor
Michigan ELT, 2009
Being an ESP instructor may now look like an even taller
order than might first have been envisioned, calling for knowledge
of genre theory, corpus tools, scaffolding techniques, as well as
meta-cognitive and meta-discoursal awareness-building strategies.
Yet all of these are areas clearly connected with language teaching
and are more and more likely to be included in the ELT training that
pre-service teachers receive.
What ELT teacher training programs do not understandably
usually aim to provide, however, is the specialist-area knowledge
that ESP instructional methods often require. It is not usually a
comforting thought, to say the least, for any teacher, novice or
experienced, to realize that their students may know more about a
crucial subject area (or the carrier content) of a language course
than they, the teachers, do. This for many may be the single most
daunting aspect of the ESP approach to language teaching. The
questions that remain to be addressed here are: How can ESP
instructors meet their own teacher knowledge needs? How have
ESP practitioners succeeded in gaining control of the knowledge
they need to address learner needs?
Some have suggested that ESP practitioners may not really
need as much specialist or target knowledge as has been assumed.
What ESP practitioners actually need is knowledge about an area
that is, its values and preferred genres, rather than in-depth
knowledge of an area. Dudley-Evans and St. John (1998:188)
similarly remark, Business people do not expect a Business English
teacher to know how to run a business; they expect knowledge of
how language is used in business.
ESP practitioners should remember, though, that they need
not see themselves as working in complete isolation and that others
may have faced similar content-area challenges and shared solutions
in the ESP research literature, in such journals as English for Specific
Purposes, the Journal of English for Academic Purposes, and the
ESPecialist.
Another more common type of subject-area and ESP specialist
collaboration is in the form of linked ESP and subject-area classes,
or learning communities. Members of a learning community take
the same cluster of classes, for example, the same EAP and
introductory psychology and geology classes. Subject matter in
the shared subject areas can then become a source of materials and
tasks for the EAP class, and instructors of the clustered classes can
easily consult with each other on the needs of the language learners.
Ideally, students in learning communities also become sources of
content knowledge, linguistic knowledge, and emotional support
for each other.
Collaborating with students on investigations of disciplinary
or workplace discourse and even on assessment of performance,
acknowledging the students content-area expertise while serving
as the language specialist, not only scaffolds the specialist-
knowledge learning curve for the instructor, but also gives the
student a valuable confidence-boosting role to play.
http://www.press.umich.edu/titleDetailDesc.do
30. Collocations are defined as the natural combinations of words
and how they work together for more fluent and native-like
sounding English.
The expression taller order (l.1-2), in the context, conveys
the meaning of:
A) an urgent request to fulfill
B) a correct value to estimate
C) a harder task to accomplish
D) an awkward situation to face
E) a disconcerting attitude to take
31. Modality refers to the speakers attitude towards the
judgement or assessment of what he says.
Being an ESP instructor may now look like an even taller
order than might first have been envisioned (l. 1-2)
The modals above express the same major notion with usage
variation. Notion and usage variation are best described in:
A) request - might is more emphatic than may
B) possibility - might is more tentative than may
C) probability - might is more probable than may
D) permission - might is more common in the past than
may
E) condition - might is more formal than may
32. Conjuncts are function words that establish cohesion in
a text.
Yet all of these are areas clearly connected with language
teaching (l. 5)
The meaning of the conjunct in the fragment above is
characterized as:
A) additive
B) inferential
C) appositive
D) concessive
E) summative
3 0
0 5
1 0
1 5
2 0
2 5
4 0
4 5
5 0
3 5
7
PREF EI T URA
BELO HORIZONTE
PROFESSOR MUNICIPAL
INGLS
33. In the second paragraph, the author raises doubts concerning
the complexities involved in ESP teaching. The main concern
is related to lack of knowledge in order to:
A) gain class control
B) carry content area
C) meet learner needs
D) teach business classes
E) overcome contextual flaws
34. Demonstratives may serve different referential purposes.
This for many may be the single most daunting aspect of the
ESP approach to language teaching. (l. 14-15)
The use of the demonstrative constitutes an instance of:
A) functional simile
B) textual cataphora
C) nominal reference
D) discourse anaphora
E) deductive reasoning
35. In the construction of arguments, paragraphs may be assigned
distinctive roles.
The communicative intent of the second and third paragraphs
consist of:
A) presenting methodologies and selecting sets
B) introducing complexities and adding details
C) describing situations and giving examples
D) rating practitioners and suggesting ideas
E) raising problems and offering solutions
36. The third paragraph describes unrealistic difficulties involved
in ESP teaching.
ESP teachers are not expected to:
A) assess learner needs in class
B) be experts in the target areas
C) know all about business practices
D) watch classes on the intended area
E) compile interesting texts from books
37. The voice of the author is clearly echoed in the fifth paragraph.
The premise underlying her standpoint relates to:
A) charismatic presence
B) reflective personality
C) reading background
D) personal experience
E) sensible thinking
38. Understanding word-building is a strategy for the
development of reading skills in a foreign language.
The suffixes er and or in the words worker and advisor,
for example, contrast functionally with suffixation in:
A) taller (l. 1)
B) teacher (l. 8)
C) learner (l. 19)
D) instructor (l. 1)
E) practitioner (l. 18)
39. instructors of the clustered classes can easily consult with
each other (l. 40-41)
The meaning of the underlined word is most closely
associated the idea of:
A) solitude
B) collection
C) exclusivity
D) assemblage
E) confinement
40. In the conclusion, the author draws the argumentation to an
effective close by recapping the main ideas of the text as well
as restating the thesis.
The words in the last paragraph convey the authors
attitude of:
A) disbelief
B) hesitation
C) enthusiasm
D) perplexity
E) discouragement
8
PREF EI T URA
BELO HORIZONTE
PROFESSOR MUNICIPAL
INGLS
PROVA DE REDAO
preciso trabalhar todos os dias pela alegria geral. preciso aprender esta lio todos os dias e sair pelas ruas cantando e
repartindo, a mo cristalina, a fronte fraternal.
(Thiago de Mello)
Pesquisa realizada pela organizao no governamental Ao Educativa mostra que, embora os jovens saibam que somente um
engajamento poltico poderia solucionar seus principais problemas, eles no esto dispostos a se envolver nesse campo. Os jovens ainda
associam o engajamento poltico a partidos e questes relativas ao governo, afirma Ana Paula Corti, supervisora regional da pesquisa. A
concluso est presente na publicao Juventude Brasileira e Democracia - participao, esferas e polticas pblicas, resultante de um
projeto realizado com adolescentes de todo o pas.
(http://aprendiz.uol.com.br)
(http://logopeia.wordpress.com)
comum os jovens, de todos os tempos, como representantes da gerao essencialmente renovadora da sociedade, afinarem-se
com propostas de transformao poltica e engajarem-se em movimentos, passeatas e protestos. No entanto, h muitos que no veem na
juventude de hoje o engajamento de outros momentos de nossa Histria. Produza uma dissertao-argumentativa, com um mnimo de 20
(vinte) linhas e um mximo de 30 (trinta) linhas, em que se desenvolva o seguinte tema:
A participao poltica da juventude
9
PREF EI T URA
BELO HORIZONTE
PROFESSOR MUNICIPAL
INGLS
RASCUNHO DA REDAO
ATENO
O caderno de questes contm 40 (quarenta) questes de mltipla escolha, cada uma com 5 (cinco)
alternativas (A,B,C,D,E), organizadas da seguinte forma:
de 01 a 10 - Conhecimentos Poltico-Pedaggicos e de 11 a 40 - Conhecimentos Especficos;
1 (um) tema de redao e uma folha para rascunho.
INSTRUES
1. A durao da prova de 4 (quatro) horas , considerando, inclusive, a transcrio do texto da Prova de
Redao para o Carto de Respostas e a marcao do Carto de Respostas. Faa-a com tranqilidade,
mas controle o seu tempo.
2. Ao ser dado o sinal de incio da prova verifique se a prova para o cargo para o qual concorre, confira,
tambm, a numerao das questes e a paginao. Qualquer irregularidade, comunique ao fiscal de sala.
3. Verifique, no Carto de Respostas, se seu nome, nmero de inscrio, identidade e data de nascimento
esto corretos. Caso contrrio, comunique ao fiscal de sala.
4. O Caderno de Questes poder ser utilizado para anotaes, mas somente o texto transcrito no Carto
de Respostas e as respostas assinaladas no Carto de Respostas sero objeto de correo.
5. Leia atentamente cada questo e assinale no Carto de Respostas a alternativa que responde correta-
mente a cada uma delas.
6. Observe as seguintes recomendaes relativas ao Carto de Respostas:
no haver substituio por erro do candidato;
no deixar de assinar no campo prprio;
no pode ser dobrado, amassado, rasurado, manchado ou conter qualquer registro fora dos locais destina-
dos s respostas;
a maneira correta de marcao das respostas cobrir, fortemente, com esferogrfica de tinta azul ou preta,
o espao correspondente letra a ser assinalada;
outras formas de marcao diferentes da que foi determinada acima implicaro a rejeio do Carto de
Respostas;
ser atribuda pontuao zero questo que contiver mais de uma ou nenhuma resposta assinalada, ou
que contiver emenda ou rasura.
7. O fiscal no est autorizado a alterar quaisquer dessas instrues.
8. Voc s poder retirar-se da sala aps 60 minutos do incio da prova.
9. Quaisquer anotaes s sero permitidas se feitas no caderno de questes.
10. Voc poder anotar suas respostas em rea especfica do Caderno de Questes, destac-la e levar consi-
go.
11. Os trs ltimos candidatos devero permanecer na sala at que o ltimo candidato entregue o Carto de Respos-
tas.
12. Ao terminar a prova, entregue ao fiscal de sala, obrigatoriamente, o Caderno de Questes e o Carto de
Respostas.
No esquea seu documento de identidade.
Boa Prova!