Questões de Concurso - Questões e Provas de Concursos Públicos

Concurso: EsFCEx

Concurso: EsFCEx
Cargo: Especialidade: Magistério em Inglês
Ano: 2025

Ano:

2025

Banca:

VUNESP

Cargo:

Especialidade: Magistério em Inglês

Disciplina: Inglês

FC1300042

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Read the text to answer question.

Based on theoretical, experimental, and experiential knowledge, teachers and teacher educators have expressed their dissatisfaction with method in different ways. Studies clearly demonstrate that, even as the methodological band played on, practicing teachers have been marching to a different drum.

In this sense, the post method condition is established as a timely response. It signifies interrelated attributes. First and foremost, it signifies a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes. In practical terms, this means that we need to refigure the relationship between the theorizer and the practitioner of language teaching. If the concept of method authorizes theorizers to centralize pedagogic decision-making, the postmethod condition enables practitioners to generate location-specific, classroom-oriented innovative strategies.

Secondly, the postmethod condition signifies teacher autonomy. The conventional concept of method “overlooks the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students” (Freeman, 1991). The postmethod condition, however, recognizes the teachers’ potential to know not only how to teach but also how to act autonomously within the academic and administrative constraints imposed by institutions, curricula, and textbooks. It also promotes the ability of teachers to know how to develop a critical approach in order to self-observe, self-analyze, and self-evaluate their own teaching practice with a view to effecting desired changes.

(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language

teaching. Haven and London: Yale University Press. 2003. Adaptado)

In the excerpt from the second paragraph “we need to refigure the relationship between the theorizer and the practitioner”, the bolded word has been formed by the addition of the prefix re- to a base word. Mark the alternative in which the re- is a prefix in both words, and not part of the base word itself.

(a)

reach – rewarm.

(b)

retie – recruit.

(c)

recur – redo.

(d)

redeem – rejoice.

(e)

remind – realm.

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