Foram encontradas 505 questões.
A Lei orgânica, no verso em que trata dos objetivos e compromissos fundamentais do Município de Esteio na promoção de ações que garantam vida digna aos seus habitantes, determina que estes atos sejam praticados com base nos objetivos e compromissos fundamentais previstos na presente Lei, quais sejam:
I. Diferenciação pessoal no âmbito do atendimento à população.
II. Moralidade administrativa.
III. Participação popular nas decisões.
Quais estão INCORRETAS?
Provas
A elaboração e a execução do Plano Diretor do Município de Esteio, de acordo com a Lei orgânica, é uma competência do:
Provas
O Município de Esteio, visando o cumprimento da Lei Orgânica, promoverá vida digna aos seus habitantes e será administrado com base em objetivos e compromissos fundamentais. Analise as assertivas abaixo e assinale PR para os objetivos Pertencentes e NP para os Não Pertencentes.
( ) Garantir, no âmbito de sua competência, a efetivação dos direitos fundamentais da pessoa humana.
( ) Colaborar com os governos federal e estadual na construção de uma sociedade livre, justa e fraterna.
( ) Omissão nos atos da administração pública.
( ) Pessoalidade no trato com a população.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
Provas
Para responder às questões 41 e 42, considere a Lei Federal nº 13.022/2014 que dispõe sobre o Estatuto Geral das Guardas Municipais.
Quanto às atribuições do Gabinete de Gestão Integrada de Fiscalização e Segurança Urbana do Município de Esteio, analise as assertivas a seguir:
I. Contribuir para a harmonização de atuação e integração operacional dos órgãos municipais, estaduais e federais de fiscalização, prevenção, investigação e informação, respeitando suas competências e atribuições.
II. Analisar dados estatísticos e realizar estudos sobre as práticas infracionais criminais e administrativas, a fim de subsidiar a ação governamental municipal em sua prevenção e repressão.
III. Propor ações integradas de fiscalização e segurança urbana, no nível municipal, e acompanhar sua implementação.
IV. Editar instruções referentes à divisão das tarefas de fiscalização entre os vários organismos de policiamento administrativo municipal.
Quais estão corretas?
Provas
Para responder às questões 41 e 42, considere a Lei Federal nº 13.022/2014 que dispõe sobre o Estatuto Geral das Guardas Municipais.
Através da Lei nº 3.921/2005, foi criada a Guarda Municipal de Esteio. Sobre ela, é INCORRETO afirmar que:
Provas
Para responder às questões 41 e 42, considere a Lei Federal nº 13.022/2014 que dispõe sobre o Estatuto Geral das Guardas Municipais.
Constitui infração ao Código de Posturas Municipais:
Provas
Para responder às questões 41 e 42, considere a Lei Federal nº 13.022/2014 que dispõe sobre o Estatuto Geral das Guardas Municipais.
As guardas municipais são instituições:
I. De caráter civil.
II. Uniformizadas.
III. Armadas conforme previsão legal.
IV. Com função de proteção municipal punitiva.
Quais estão corretas?
Provas
Para responder às questões 41 e 42, considere a Lei Federal nº 13.022/2014 que dispõe sobre o Estatuto Geral das Guardas Municipais.
Sobre os princípios mínimos de atuação das guardas municipais, analise as assertivas abaixo, assinalando V, se verdadeiras, ou F, se falsas.
( ) Proteção dos direitos humanos fundamentais, do exercício da cidadania e das liberdades públicas.
( ) Preservação da vida, redução do sofrimento e diminuição das perdas.
( ) Patrulhamento preventivo.
( ) Compromisso com a evolução social da comunidade.
( ) Uso progressivo da força.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FUNDATEC
Orgão: Pref. Esteio-RS
Instruction: Answer question based on the following text.
Fake news: improved critical literacy skills are key to telling fact from fiction
Fake news is a buzzword of our time, but its impact can be significant. Not only can
it threaten our democracy, our confidence in governance, or our trust in journalism, but it has
also been reported to distort children’s view of the world.
In a digital world, we can no longer take everything we read, hear or see at face value –
no matter how reliable we believe the source. Children are increasingly likely to encounter fake
news; more young people than ever are using digital media as their main source of news, so
they must be equipped with the skills to tell fact from fiction.
While critical literacy skills are part of every stage of the national curriculum in England,
a new report from the National Literacy Trust shows that children are not retaining what they’ve
been taught. Some 20% of children aged between eight and 15 believe everything they read
online is true, and 35% of UK teachers say pupils have cited fake news or false information
found online as fact in their work.
Reading comprehension, a big part of the Key Stage 1 and 2 curriculums, is particularly
important for preparing children to become critically literate. It helps children accurately
understand and interpret information by making connections between what they read and what
they already know, working out what is important, and spotting the difference between fact and
fiction. Other curriculum areas help to build the foundation skills needed to develop strong
critical literacy skills, such as reading a wide range of texts for different purposes, learning
about inference, and identifying how language structures and presentation contribute to
meaning.
In addition to building on the skills learned in primary school, these skills feature even
more prominently in secondary school. At Key Stage 3, it is a requirement to teach pupils to
read critically and at Key Stage 4, pupils are taught to understand and evaluate texts by
seeking evidence to support a point of view, to distinguish between statements that are
supported by evidence and those that are not, and to identify bias and misuse of evidence.
Children need to be able to take what they learn in the classroom and apply it to real-life
situations. With fake news such a big threat to children’s lives, as well as being such a topical
issue, bringing it into the classroom will give teachers the opportunity to further develop their
pupils’ critical literacy skills, and give children an opportunity to discuss any news stories that
worry them in a safe environment.
Adapted from https://www.theguardian.com/teacher-network/2017/oct/17/fake-news-improved-criticalliteracy-skills-teaching-young-people
( ) Teachers are worried because students are citing false information found online as fact in their work. ( ) Students have problems, and do not memorize what they learn. ( ) Reading comprehension is key to develop students’ critical literacy.
From the top to the bottom, the parentheses are correctly filled with:
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FUNDATEC
Orgão: Pref. Esteio-RS
Instruction: Answer question based on the following text.
Fake news: improved critical literacy skills are key to telling fact from fiction
Fake news is a buzzword of our time, but its impact can be significant. Not only can
it threaten our democracy, our confidence in governance, or our trust in journalism, but it has
also been reported to distort children’s view of the world.
In a digital world, we can no longer take everything we read, hear or see at face value –
no matter how reliable we believe the source. Children are increasingly likely to encounter fake
news; more young people than ever are using digital media as their main source of news, so
they must be equipped with the skills to tell fact from fiction.
While critical literacy skills are part of every stage of the national curriculum in England,
a new report from the National Literacy Trust shows that children are not retaining what they’ve
been taught. Some 20% of children aged between eight and 15 believe everything they read
online is true, and 35% of UK teachers say pupils have cited fake news or false information
found online as fact in their work.
Reading comprehension, a big part of the Key Stage 1 and 2 curriculums, is particularly
important for preparing children to become critically literate. It helps children accurately
understand and interpret information by making connections between what they read and what
they already know, working out what is important, and spotting the difference between fact and
fiction. Other curriculum areas help to build the foundation skills needed to develop strong
critical literacy skills, such as reading a wide range of texts for different purposes, learning
about inference, and identifying how language structures and presentation contribute to
meaning.
In addition to building on the skills learned in primary school, these skills feature even
more prominently in secondary school. At Key Stage 3, it is a requirement to teach pupils to
read critically and at Key Stage 4, pupils are taught to understand and evaluate texts by
seeking evidence to support a point of view, to distinguish between statements that are
supported by evidence and those that are not, and to identify bias and misuse of evidence.
Children need to be able to take what they learn in the classroom and apply it to real-life
situations. With fake news such a big threat to children’s lives, as well as being such a topical
issue, bringing it into the classroom will give teachers the opportunity to further develop their
pupils’ critical literacy skills, and give children an opportunity to discuss any news stories that
worry them in a safe environment.
Adapted from https://www.theguardian.com/teacher-network/2017/oct/17/fake-news-improved-criticalliteracy-skills-teaching-young-people
Provas
Caderno Container