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Questões de Concurso sobre Língua Inglesa e Educação
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Learning the English language enables the development of new forms of student engagement and participation in an increasingly globalized and plural social world. From a pedagogical perspective, the institutional context influences how English is taught. In general, within basic education in many schools, reading is the primary focus of instruction. Regarding this axis, the BNCC emphasizes that it:
A
addresses language practices arising from the interaction between the reader and the written text, with particular emphasis on meaning construction, based on the comprehension and interpretation of written genres in the English language that circulate across different social fields and spheres.
B
focuses on writing as a collaborative and process-oriented practice, emphasizing planning, drafting, and revision stages in order to promote authorship and student protagonism.
C
highlights writing as a social practice that evolves from short, multimodal texts to more elaborated genres, fostering creative, autonomous, and authentic textual production.
D
consolidates linguistic knowledge through contextualized practices of use, analysis, and reflection on grammar and lexis, aiming at an inductive understanding of the systemic functioning of English.
E
promotes contrastive analysis between English, Portuguese, and other languages as a means of developing metalinguistic awareness, focusing on the structural properties of languages rather than on the interpretation of written texts.
As to Problem-Based Learning and Methodology of Problematization, the alternative showing an INCONSISTENT characteristic is:
A
Knowledge acquisition and critical awareness are basic goals.
B
Dialogical relationship among the people involved is reached.
C
Observation of the concrete reality is sought in a critical way.
D
Historical learning is slighted for the construction of a new one.
The image below was tabled to 8th graders in order to consolidate linguistic expertise and semantic investigation.
(Available in: https://www.dailywritingtips.com/7-packaging-label-errors. Accessed on: January 2026.)
By means of exposure to authentic materials, and observation of verbal and visual data, as well as lexical search, students are expected to indicate that the alternative consistent with the study is:
A
The product promises results that are feasible.
B
Herbs are not defined by the way they’re used.
C
Employment of the ING form causes ambiguity.
D
A spelling failure produces thorough difference.
In reading comprehension, certain strategies help readers process texts more efficiently. One widely used strategy involves quickly examining titles, headings, keywords, and the general structure of a text in order to identify its main idea without reading every word.
Which reading strategy is described in this situation?
A
Translating
B
Predicting
C
Skimming
D
Memorizing
E
Paraphrasing
“Equivale à descrição, de modo detalhado, em português ou por meio de ilustrações, da forma como o sinal de determinado verbete é realizado, abarcando entre outros fatores a configuração das mãos e dos braços, a expressão facial e a amplitude do movimento”.
O texto refere-se à::
A
SignWriting
B
Oralismo
C
Comunicação Total
D
Composição quirêmica
E
Bilinguismo.
Which alternative best reflects a central principle of the Communicative Method?
A
Learners develop language more effectively when they use it to exchange purposeful messages, solve tasks, and understand others in meaningful situations.
B
Language is best learned when students memorize grammatical structures and translate isolated sentences with maximum accuracy.
C
Students should first master pronunciation drills and sentence repetition before being allowed to interact freely.
D
Vocabulary should be taught through bilingual word lists, since fluency depends on direct equivalence between two languages.
E
The teacher should avoid spontaneous interaction and focus primarily on written correction to prevent fossilized errors.
O método 'Audio-Lingual', fundamentado na psicologia behaviorista, privilegia a tradução mental e a análise dedutiva de regras gramaticais como estratégia principal para a aquisição da competência linguística.
C
Certo
E
Errado
Consider the last part of the article to answer question 57.
An open invitation to all
For Makowski, the location is just as important as the books. “Opening a library in a metro station is like a dream for us,” he says. “Libraries should be beautiful and open; inviting, not intimidating. It’s not a shrine, but a place where you can spend time freely, take part in discussions, public consultations, or meet people.”
In the coming months, Metroteka plans to host author readings, workshops, and classes to further engage the community. Books can be returned either directly to the library or via parcel lockers outside the station, available around the clock.
As commuters pass through Kondratowicza station with coffee in hand and a novel tucked under one arm, Metroteka quietly transforms daily routines into cultural moments. By meeting people where they are, literally underground, the library isn’t just promoting reading. It’s redefining what public space can offer.
You, an English teacher, decided to use the last part of the article to teach fixed phrases, idiomatic expressions and phrasal verbs to your students. After reading the article, you found three good examples to use during your class. Before explaining, you ask your students to guess their meanings. All your students’ guesses can be considered correct in the context of the article, EXCEPT
A
‘take part in’ - to contribute to an activity; ‘around the clock’ - 24 hours a day; ‘pass though’ - moving from one side to another.
B
‘take part in’ - to be actively involved in something; ‘around the clock’ - a service that lasts all day and all night; ‘pass through’ - to transit.
C
‘take part in’ - to join; ‘around the clock’ - 24/7; ‘pass through’ - to go through without stopping.
D
‘take part in’ - to have a portion of something; ‘around the clock’ - to work from 8 AM to 5 PM during workdays; ‘pass through’ - to travel from one city to another.
E
‘take part in’ - to participate; ‘around the clock’ - continuously without stopping; ‘pass through’ - to cross a place.
Identifique abaixo as afirmativas verdadeiras ( V ) e falsas ( F ).
( ) O planejamento do ensino de Língua Inglesa deve estar alinhado aos objetivos de aprendizagem e às competências previstas no currículo.
( ) A avaliação formativa permite acompanhar o progresso do aluno e ajustar as práticas pedagógicas ao longo do processo de ensino-aprendizagem.
( ) A simples utilização de tecnologia garante a aprendizagem efetiva dos alunos, independentemente da proposta didática.
( ) O respeito às diferenças individuais implica oferecer oportunidades equitativas de aprendizagem, não necessariamente iguais para todos.
( ) O professor de Língua Inglesa deve utilizar exclusivamente materiais didáticos padronizados, sem adaptações.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
A
V • V • F • V • F
B
V • V • F • F • F
C
V • F • F • V • V
D
F • V • V • F • V
E
F • F • V • F • V
À luz da natureza jurídica, dos fundamentos pedagógicos e das diretrizes estruturantes da Base Nacional Comum Curricular (BNCC), homologada em 2017, assinale, dentre as alternativas abaixo, aquela que apresenta uma informação incompatível com a caracterização desse documento:
A
A BNCC configura-se como documento de caráter normativo que explicita os direitos de aprendizagem e desenvolvimento para todas as etapas da educação básica, fixando referenciais nacionais para a organização dos currículos.
B
Estruturada em dez competências gerais que integram dimensões cognitivas, sociais, emocionais e culturais, a BNCC orienta-se pela promoção da formação integral do estudante, com vistas ao pleno exercício da cidadania e à atuação responsável na vida social.
C
A BNCC institui diretrizes curriculares de observância obrigatória no âmbito da educação básica, servindo de base para a elaboração e a revisão dos currículos das redes e instituições de ensino.
D
A BNCC define um conjunto de competências e habilidades essenciais a serem asseguradas a todos os estudantes, preservando, contudo, a autonomia dos sistemas de ensino e das unidades escolares para complementar seus currículos conforme as realidades locais.
E
Concebida para substituir os Parâmetros Curriculares Nacionais (PCNs), a BNCC apresenta caráter obrigatório apenas para as redes públicas de ensino, sendo facultativa para as instituições privadas.
Analise a imagem a seguir.
CHARGE/ANÚNCIO. In: SARMENTO, Leila Lauar. Gramática em textos. Belo Horizonte: Dimensão: Dimensão, s.d., p. xx.
Considerando o uso de tecnologias educacionais no ensino de Língua Inglesa, ferramentas baseadas em inteligência artificial podem
A
substituir o trabalho docente, tornando desnecessária a mediação pedagógica nas atividades de leitura e escrita
B
oferecer apoio personalizado, favorecendo o desenvolvimento de estratégias linguísticas por meio de feedback contínuo e interação orientada.
C
limitar o contato com diferentes gêneros textuais, reduzindo as oportunidades de exposição a insumos linguísticos diversos.
D
impedir que o aprendiz formule hipóteses linguísticas próprias, ao apresentar respostas fixas e pouco flexíveis.
One of the pillars for improving Special Education recommends ensuring conditions for access, participation, and permanence. In this regard, the "Atendimento Educacional Especializado" (AEE) must be offered as a:
A
Substitute service for the regular classroom, ensuring a specialized curriculum.
B
Complementary and non-substitutive service, integrated with the school's pedagogical proposal.
C
Therapeutic service, focused on the clinical treatment of the student's disability.
D
Optional activity, to be carried out according to the family's availability.
E
Service concentrated in a few central poles to optimize specialized resources.
No âmbito da BNCC, o ensino de Língua Inglesa nos anos finais do Ensino Fundamental assume uma função que extrapola a aprendizagem estrutural da língua. Considerando essa perspectiva, assinale a alternativa que melhor traduz o papel formativo da Língua Inglesa segundo a BNCC.
A
o domínio progressivo de estruturas gramaticais visando à fluência nativa.
B
a instrumentalização linguística para leitura técnica de textos acadêmicos.
C
a preparação específica para exames de proficiência internacionais.
D
a ampliação da participação social do estudante em práticas discursivas globais.
“Teaching is characterized by many factors, such as teachers' beliefs, preferences, personalities, and one of the factors that mostly influences teaching is the method, which holds systematic procedures prescribed to the teacher based on linguistic theory or legal documents.” (Piazza, 2024, p.3)
According to Larsen-Freeman and Anderson (2011, p.38 apud PIAZZA, 2024, p. 5), in a class based on the GrammarTranslation method, the "fundamental purpose of learning a language is to be able to read literature written in the target language”.
Choose the item that IS NOT applied to the Grammar-Translation method.
PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025.
A
Students need to learn about the grammar rules and vocabulary of the target language. When this method is applied, most of the class students” native language is used and translation activities are widespread.
B
Grammar is taught “deductively”; that is, students are given the grammar rules and examples, are told to memorize those rules, and then are asked to apply them to other examples.
C
Students also learn grammatical paradigms such as verb conjugations. The focus is on the written form of the language (reading and writing).
D
The spoken form (listening and speaking) is almost ignored, as this is not the focus of the method.
E
The teacher has a passive role and is the authority in the classroom, and students follow his/her directions.
“Grammar describes how we combine, organize and change words and parts of words to make meaning. We use rules for this description.” (Spratt; Pulverness; Williams, 2005, p.5).
Based on the concept of gramm, choose the INCORRECT sentence.
SPRATT, M.; PULVERNESS A.; WILLIAMS, M. The TKT - Teaching Knowledge Test Course. Cambridge University Press: Cambridge, 2005.
A
We can use grammar to describe parts of speech, grammastical structures and how words are formed. Grammar includes a large number of terms, grammatical structures, uses, and forms.
B
Grammar rules describe the way that language works, but language changes over time, so grammar rules are not fixed. They change too. Unfortunately, grammar rules and grammar books don't always change as quickly as the language, so they are not always up to date.
C
Grammar rules traditionally describe written language rather than spoken language.
D
Speakers of a language cannot speak and write it well without consciously knowing any gramatical rules or terms.
E
Just learning grammatical rules and structures doesn't give learners enough help with learning how to communicate, which is the main purpose of language. So, much language teaching has moved away from teaching only grammar.
Concerning the history of teaching English as a foreign language, in the 70s, teachers faced another approach to teaching. Language was not seen As a set of sentences anymore, but as a set of communicative events.
Judge the items as (T) TRUE or ( F) FALSE according to the Communicative Approach.
( ) Instead of organizing the syllabus based on grammar topics (simple past, simple present, if clauses, etc.), the organization is focused on developing students” communicative competence.
( ) Classes based on Communicative Language Teaching (CLT) tend to be more teacher-centered, with a greater emphasis on teacher-student interactions and situations where the language must be used by students for communicative purposes.
( ) Errors are viewed as part of development, and most of the time are not corrected immediately.
( ) The role of the teacher in CLT is to promote situations where students need to communicate in their mother tongue.
( ) Students must be exposed to authentic materials, that is, language as it is actually used in daily routines in the real world.
Choose the CORRECT sequence.
PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025.
A
T-F-T-F-T.
B
F-F-T-F-T.
C
T-T-F-F-T.
D
T-F-F-T-F.
E
T-T-T-F-T.
“The English language, the study of which is mandatory in High School (LDB, Art. 35-A 8 4), must be understood as a globally used language due to its multiplicity and variety of uses, users, and functions in contemporary times, as defined in the BNCC for Elementary Education - Final Years.” (BNCC, 2021, p. 476)
Choose the INCORRECT alternative regarding English language teaching, according to the BNCC.
BRASIL. Ministério da Educação: Secretaria de Educação Básica. Base Curricular Nacional Comum: Educação é a base. Ensino Médio. A área de Linguagens e suas Tecnologias, 2021.
A
Interculturality and the view of English as a lingua franca are considered “territorialized” in its uses by different speakers around the world, as well as by the social practices of the digital world.
B
The aim is to enable students to cooperate and share information and knowledge through the English language, as well as to act and position themselves critically in society, both locally and globally.
C
In English learning situations, students may recognize the fluid, dynamic, and particular nature of the English language, as well as the identity marks and uniqueness of its users, in order to broaden their experiences with other ways of organizing, expressing, and valuing the world and constructing identities.
D
Aspects such as accuracy, standardization, error, imitation, and language mastery are replaced by broader notions related to the discursive universe in practices situated within fields of action, such as intelligibility, uniqueness, variety, creativity/invention, and repertoire.
E
Learning English will allow students to use this language to deepen their understanding of the world they live in, explore new research perspectives and obtain information, express ideas and values, argue, deal with conflicts of opinion and criticism, among other actions related to their cognitive, linguistic, cultural, and social development. In this way, they broaden their discursive and reflective capacity in different areas of knowledge.
“Decoloniality aims to break paradigms crystallized in sociocultural, political-economic, ethnic-racial, and gender/sexuality relations imposed by the processes of coloniality of power. In turn, the concept of coloniality of power (Quijano, 2000) clarifies that colonial relations in the economic and political spheres did not end with the destruction of colonialism. Coloniality, according to Maldonado-Torres (2007), is reproduced in a triple dimension: of power, knowledge, and being. [...] But how does teaching English relate to the concept of decoloniality? Pardo (2019) explains that coloniality permeates everyday school life in public schools (but | believe we can extend this account to other contexts in which English circulates as the language of instruction or as the target language).” (Megale, 2020, p. 3)
Judge the items as (T) TRUE or (F) FALSE about Decolonialism in English Language Teaching.
( ) Itis not uncommon to come across questions about whether your English is British or American, whether you have ever lived in the United States, or which English rock band you prefer. According to Pardo (2019), these questions reveal issues of submission and subordination and demonstrate how much the issue of coloniality is still present in English language teaching today.
( ) It is emphasized that a model of native speaker to be imitated, usually the American or British, is still very present in language teaching and in teaching materials that do not “consider the diversity and multiplicity of epistemologies, cultures and English-speaking people around the world” (Pardo, 2019, p. 212).
( ) The United States and England are positioned as “owners of knowledge” and language, reiterating their epistemic privilege and the maintenance of the logic of coloniality”. Therefore, it is necessary to break with the imposed logic that only hegemonic countries represent cultures and models of English speakers.
( ) Part of this process of decoloniality in English language teaching is related to the view that the role of the teacher is not the mere technical and utilitarian work of teaching English, but rather providing students with a linguistic education that is based on the concept that teaching a language is a political task that should aim to develop critical thinking and that, to this end, it must be committed to work that values difference, be it linguistic, political, social, ethnic or gender, as a pedagogical input and as a mark of our humanity.
( ) “When we realize that English is used as a language of interaction in more than 70 countries (Eberhard; Gary; Charles, 2020 apud Megale, 2020, p.3), the opportunity opens up for the histories and cultures of nonhegemonic countries to enter the school community”.
Choose the CORRECT sequence.
MEGALE, A. O que é uma perspectiva decolonial de ensino em/de inglês?. ENTREVISTA. 25 de agosto de 2020. Disponível em: https://nww. santillana.com.br/conteudos/o-que-e-uma-perspectiva-decolonial-de-ensino-em-de-ingles. Acesso em: 22 abr. 2025.
A
T-T-T-T-T.
B
F-F-T-T-T.
C
F-T-F-T-T.
D
T-T-T-F-F.
E
F-T-F-F-T.
The concept of "Funds of Knowledge," developed by Luis Moll and colleagues, challenges the deficit model often applied to minority families. How can an English teacher effectively apply this concept to strengthen the relationship between the school and the families of ESL students?
A
By asking parents to sign a contract pledging to speak only English at home to ensure that the "fund" of linguistic exposure is maximized for the student.
B
By offering workshops to teach parents "correct" parenting skills and standard English, assuming that their home environment lacks the necessary cultural capital for academic success.
C
By identifying and validating the historically accumulated and culturally developed bodies of knowledge and skills essential for household functioning (e.g., agriculture, carpentry, medicine) possessed by the families, and integrating this knowledge into the English curriculum.
D
By creating a database of the parents' professions solely for the purpose of asking for career day volunteers, without integrating their expertise into the daily syllabus.
E
By organizing fundraising events where parents can donate money to the school, thereby creating a "fund" of financial
The integration of a Project-Based Learning (PBL) approach in the English as a Foreign Language (EFL) classroom requires specific pedagogical adjustments. Regarding the implementation of Project-Based Learning (PBL) and lesson planning, mark T, for true, and F, for false:
(__)The "Driving Question" in a Project-Based Learning (PBL) plan should be a closed-ended question with a single correct answer to ensure that all students achieve the same linguistic proficiency levels during the project's execution.
(__)Effective Project-Based Learning (PBL) planning must include "Scaffolding" strategies, which provide temporary support for students to handle complex linguistic tasks that are slightly beyond their current level of independent proficiency.
(__)A project's final product must necessarily be a written essay, as other forms of expression, such as digital presentations or podcasts, do not allow for the assessment of communicative competence in the English as a Foreign Language (EFL) context.
(__)The assessment in Project-Based Learning (PBL) should be purely summative, occurring only at the end of the project to determine the students' final grades based on the quality of the final artifact without considering the learning process.
A After analysis, mark the option that presents the CORRECT sequence from top to bottom:
A
T, F, T, T.
B
F, T, F, F.
C
F, T, T, F.
D
T, T, F, T.
E
F, F, F, T.
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