Observe a sequência: 1, 3, 5, ?, 9, 11,... A interrogação fica corretamente substituída por:

A charge com a personagem Mafalda (Quino, 2009) mostra que o aluno não é um depósito de conhecimentos. O sujeito cognoscente é ativo e a aprendizagem acontece na troca entre os atores envolvidos em um processo intersubjetivo permeado de simbolismos e significações. Na relação pedagógica professor, aluno e conhecimento cabe ao professor as seguintes ações, EXCETO:

TEXT II

Communicative language teaching

Communicative language teaching rose to prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States. First, there was an increased demand for language learning, particularly in Europe. The advent of the European Common Market led to widespread European migration, and consequently there was a large population of people who needed to learn a foreign language for work or for personal reasons. At the same time, children were increasingly able to learn foreign languages in school. The number of secondary schools offering languages rose worldwide in the 1960s and 1970s as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be confined to the elite academies. In Britain, the introduction of comprehensive schools meant that almost all children had the opportunity to study foreign languages.

This increased demand put pressure on educators to change their teaching methods. Traditional methods such as grammar translation assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expecting to use the language in real life. However, these assumptions were challenged by adult learners who were busy with work, and by schoolchildren who were less academically able. Educators realized that to motivate these students an approach with a more immediate payoff was necessary.

The trend of progressivism in education provided a further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning, and as this idea gained traction in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to this trend, and teachers sought to find new methods that could better embody this shift in thinking.

(http://en.wikipedia.org/wiki/Communicative_language_teaching)

The purpose of this text is to:

Muitos dos problemas que se colocam atualmente no exercício da Orientação Pedagógica têm suas explicações na origem da configuração formal da função, associada ao ‘”controle”. Desde o século XVI, com a influência dos jesuítas e sua Ratio Studiorum, essa visão carrega o ranço da época. Avalie se o núcleo de definição e de avaliação da função do OP se centra atualmente em:

I - gestão escolar.
II - linha interdisciplinar.
III - aspecto pedagógico da função.
IV - processo de ensino- aprendizagem.

Estão corretas apenas:

A formação de docentes para atuar na educação básica far-se-á em nível superior, em curso de licenciatura, de graduação plena, em universidades e institutos superiores de educação. Em relação ao tema é correto afirmar ainda que, EXCETO: