Foram encontradas 30 questões.
João é professor de matemática na escola X. Quando a aula começa, ele coloca no quadro um resumo sobre o conteúdo de conjuntos numéricos; em seguida, pede para os alunos copiarem. Enquanto isso, faz a chamada da turma. Depois, explica o que foi colocado no quadro e pede para os alunos abrirem o livro e resolverem os exercícios da página 46. Trinta minutos depois, o professor corrige as atividades no quadro. Durante a correção, há alunos conversando, um dormindo, outro mexendo no celular e alguns acompanhando a explicação. Cinco minutos depois, toca novamente o sinal e a aula termina.
Marcos é professor de ciências na escola Y. Ele projeta uma apresentação de slides sobre o Reino Plantae para que os alunos acompanhem as explicações. Os slides são encaminhados posteriormente por e-mail. Marcos pede aos alunos que liguem seus computadores, acessem o livro digital e resolvam as questões da página 132 na próxima meia hora. Nesse período, observa-se que alguns acessam redes sociais em vez do livro digital, outros perguntam as respostas para o colega, alguns fazem a atividade conforme orientação e uns poucos entram no e-mail a fim de baixar o arquivo da aula para realizar os exercícios. Marcos projeta a correção das atividades; toca o sinal e a aula termina.
A partir do que discutem Lima e Moura (in: Bacich, Tanzi Neto e Trevisani, 2015), considere os casos e assinale a alternativa correta.
Provas
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
Releia o trecho a seguir, retirado do texto Artificial Intelligence in the classroom?, e leia o cartum.
As teachers, we must try and see how our classes will prepare students for technology and AI. […] as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI. (sexto parágrafo)
(https://www.glasbergen.com)
"My term paper is almost finished. I updated my software, defragmented my hard drive, bookmarked an online dictionary, and installed new ink cartridges. Now all I need are some words and a topic!"
As palavras do jovem no cartum ilustram a seguinte necessidade para a relação entre AI e educação, apontada no trecho:
Provas
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
There are several instances of the -ing suffix in the fifth paragraph, employed as either a verb, a noun or an adjective.
AI is forcing us to reimagine education as a vehicle for democratising (I) thinking (II) and knowing (III). There is no denying(IV) that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking (V) machnes, the consequences on social and economic peace may be dire.
Choose the alternative in which the bolded word is an adjective in the context.
Provas
Read the excerpt from the document Currículo Paulista – etapa Ensino Médio, and the description it makes of students from EJA (Educação de Jovens e Adultos). Then answer the test item that follows.
… um público heterogêneo, que apresenta diversidade de idade e origem, ritmos diferentes de aprendizagem, além da pluralidade de crenças e valores. São jovens e adultos, que em geral, já experimentam diversos papéis sociais no cotidiano, com experiências e responsabilidades no âmbito do trabalho, na esfera familiar e em grupos sociais. Esses estudantes trazem vivências importantes e já construíram outros conhecimentos que precisam ser fortemente considerados no processo educacional.
(SÃO PAULO (Estado). Secretaria da Educação. Currículo Paulista etapa Ensino Médio (Volume 2). Homologação em agosto de 2020. p. 40-41)
A proposal on written textual genres, and one which values the diversity of EJA students’ background knowledge and experience, is found in alternative:
Provas
- Gramática - Língua InglesaSubstantivos e compostos | Nouns and compoundsPlural dos substantivos | Plural of nouns
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
The words “curricula” and “syllabi”, in the sixth paragraph, are examples of irregular plural nouns in English. Mark the alternative containing a correct singular-plural pair.
Provas
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
In the fragment from the fourth paragraph – Doing so would undermine critical thinking and reflection… –, the word “undermine” means
Provas
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
Reading teachers should be good readers themselves – which means, among others, having developed reading coping strategies to make up for deficient background knowledge.
Suppose that, while reading the article Artificial Intelligence in the classroom? you have used contextual clues to get at the meaning of the word “undermine”(paragraph 4), which you were not familiar with. You have then employed the coping strategy named
Provas
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
No terceiro parágrafo, a palavra destacada em – Yet it’s hard to ignore the growing questions and concerns… – corresponde, no contexto, a
Provas
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
In the sentence from the first paragraph – “It is unlikely that AI will completely replace teachers in the near future. –, the bolded word can be replaced, with no change in meaning, by
Provas
Leia o texto para responder às questões de números 23 a 30.
Artificial Intelligence in the classroom?
I recently asked Bard, Google’s conversational chatbot, whether artificial intelligence would replace teachers. Here’s what it said, “It is unlikely that AI will completely replace teachers in the near future.”
I agreed.
During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, “Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation.” Yet it’s hard to ignore the growing questions and concerns emerging from the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.
At the moment, AI still lags behind humans in complex tasks that require a combination of technical competencies and socio-emotional skills. However, and importantly, we must not give up all things cognitive to machines. Doing so would undermine critical thinking and reflection which are essential aspects of the human experience. We must continue to teach children how to think.
AI is forcing us to reimagine education as a vehicle for democratising thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
As teachers, we must try and see how our classes will prepare students for technology and AI. On the surface, this requires reviewing curricula, syllabi and teacher professional development programmes, and incorporating content on AI literacy, risks, ethics and skills. At a deeper level, as machines become better at answering questions, educators should guide students to ask better questions. Today’s schools should inspire students to be curious as this is an essential ingredient to conducting primary research, including in frontier areas, where humans have an edge over AI.
When change becomes the only constant, we should not just help students to learn, we must inspire them to love lifelong learning.
(Momo Bertrand. https://www.aljazeera.com, 24.05.2023. Adaptado)
The author of the text answers the question in the title by
Provas
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