4124552 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

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Professor - Inglês
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Interpretação de texto | Reading comprehension

Read Text V and answer the question that follows.

Text V

Structural and pedagogical problems hinder the use of technology

Three out of four teachers in Brazil show support for the use of artificial intelligence (AI) as a teaching tool. They also say that the technology has impacted education both positively, with faster access to information, and negatively, as students lose their focus.

The data can be found in an unprecedented survey by Semesp Institute, an organization that represents higher education providers. The study was carried out between March 18 and 31 with 444 public and private school teachers from kindergarten to high school located in all regions of Brazil.

In the study, 74.8 percent of respondents partially or totally agree with the use of artificial intelligence in teaching. Despite this, just over a third (39.2%) of them said they always use it as a teaching tool.

Even though educators believe it is important to use AI, they also report structural and pedagogical problems that prevent or hinder its employment. Further issues were reported in connection with its excessive use, especially by pupils. Among these problems are the lack of internet at school, the lack of training for teachers and also greater difficulty in holding students’ attention.

“I sense students have become more dependent on research tools and immediate answers and have a hard time having resilience and patience and acting as problem solvers,” an anonymous teacher who took part in the survey said.

Another one said: “Technology has advanced, but sometimes access to it at school is not satisfactory. Poor internet connection. The computer lab is a restricted space. No Microsoft Office in the mobile lab. The use of cell phones is impractical as students have no internet. Now, even the internet is restricted to teachers.”

Just under half of the teachers (45.7%) declared that both teachers and students have access to computers and the internet where they teach. Another seven percent answered there is still no access to technology in their schools.

Teachers also report that technology has made students lose their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a mismatch between the lesson taught and the lesson that the students want. The unbridled use of social media and the high level of exposure of young people to these networks have undermined teachers’ contact with students,” one of the teachers stated.

From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool

Regarding the use of technology in education, the title refers to issues that:

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4124551 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

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Professor - Inglês
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Vocabulário | Vocabulary
Gramática - Língua InglesaAdvérbios e conjunções | Adverbs and conjunctions

Read Text IV and answer the following question.

Text IV

From: https://www.linkedin.com/posts/randy-glasbergen-a5a67b7_want-to-sharecartoon-of-the-day-go-ahead-activity-7105889187869966336-s6Jl/

The adverb “oddly” means that the physician is expressing something he finds:

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4124550 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

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Professor - Inglês
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Interpretação de texto | Reading comprehension

Read Text IV and answer the following question.

Text IV

From: https://www.linkedin.com/posts/randy-glasbergen-a5a67b7_want-to-sharecartoon-of-the-day-go-ahead-activity-7105889187869966336-s6Jl/

Both Text III and Text IV are built on:

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4124549 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

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Professor - Inglês
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Voz Ativa e Passiva | Passive and Active Voice
Gramática - Língua InglesaVerbos | Verbs

Read Text III and answer the following question.

Text III

What are little boys made of?

"Snips and snails, and puppy dogs' tails

That's what little boys are made of!"

What are little girls made of?

"Sugar and spice and all things nice

That's what little girls are made of!"

What are young men made of?

Sighs and cheers,

and crocodile tears

And that are what young men made of.

What are young women made of?

Ribbons and laces,

and sweet pretty faces,

And that are what young women made of.

Adapted from https://nurseryrhymescollections.com /lyrics/what-are-little-boys-made-of.html

The verb phrase in “What are little boys made of?” is in the:

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Questão presente nas seguintes provas

4124548 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

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Professor - Inglês
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Interpretação de texto | Reading comprehension
Vocabulário | Vocabulary

Read Text III and answer the following question.

Text III

What are little boys made of?

"Snips and snails, and puppy dogs' tails

That's what little boys are made of!"

What are little girls made of?

"Sugar and spice and all things nice

That's what little girls are made of!"

What are young men made of?

Sighs and cheers,

and crocodile tears

And that are what young men made of.

What are young women made of?

Ribbons and laces,

and sweet pretty faces,

And that are what young women made of.

Adapted from https://nurseryrhymescollections.com /lyrics/what-are-little-boys-made-of.html

In this nursery rhyme, the phrase “Ribbons and laces” translates a notion of:

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Questão presente nas seguintes provas

4124547 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

Provas:

Professor - Inglês
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Read Text III and answer the following question.

Text III

What are little boys made of?

"Snips and snails, and puppy dogs' tails

That's what little boys are made of!"

What are little girls made of?

"Sugar and spice and all things nice

That's what little girls are made of!"

What are young men made of?

Sighs and cheers,

and crocodile tears

And that are what young men made of.

What are young women made of?

Ribbons and laces,

and sweet pretty faces,

And that are what young women made of.

Adapted from https://nurseryrhymescollections.com /lyrics/what-are-little-boys-made-of.html

“That’s” in “That's what little girls are made of” can be used as an example of:

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Questão presente nas seguintes provas

4124546 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

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Professor - Inglês
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Interpretação de texto | Reading comprehension
Vocabulário | Vocabulary

Read Text III and answer the following question.

Text III

What are little boys made of?

"Snips and snails, and puppy dogs' tails

That's what little boys are made of!"

What are little girls made of?

"Sugar and spice and all things nice

That's what little girls are made of!"

What are young men made of?

Sighs and cheers,

and crocodile tears

And that are what young men made of.

What are young women made of?

Ribbons and laces,

and sweet pretty faces,

And that are what young women made of.

Adapted from https://nurseryrhymescollections.com /lyrics/what-are-little-boys-made-of.html

“Crocodile tears” helps define young men as being:

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Questão presente nas seguintes provas

4124545 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

Provas:

Professor - Inglês
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Interpretação de texto | Reading comprehension

Read Text III and answer the following question.

Text III

What are little boys made of?

"Snips and snails, and puppy dogs' tails

That's what little boys are made of!"

What are little girls made of?

"Sugar and spice and all things nice

That's what little girls are made of!"

What are young men made of?

Sighs and cheers,

and crocodile tears

And that are what young men made of.

What are young women made of?

Ribbons and laces,

and sweet pretty faces,

And that are what young women made of.

Adapted from https://nurseryrhymescollections.com /lyrics/what-are-little-boys-made-of.html

This nursery rhyme presents a series of:

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Questão presente nas seguintes provas

4124544 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

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Professor - Inglês
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Gramática - Língua InglesaVerbos | Verbs

Read Text II and answer the following question.

Text II

They were nearly born on a bus, Estha and Rahel. The car in which Babà, their father, was taking Ammu, their mother, to hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a crowded State Transport bus. With the queer compassion of the very poor for the comparatively well off, or perhaps only because they saw how hugely pregnant Ammu was, seated passengers made room for the couple, and for the rest of the journey Estha and Rahel’s father had to hold their mother’s stomach (with them in it) to prevent it from wobbling. That was before they were divorced and Ammu came back to live in Kerala.

According to Estha, if they’d been born on the bus, they’d have got free bus rides for the rest of their lives. It wasn’t clear where he’d got this information from, or how he knew these things, but for years the twins harbored a faint resentment against their parents for having diddled them out of a lifetime of free bus rides.

From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt

The verb phrase in “where he’d got this information from” (2^nd paragraph) is in the:

Provas

Questão presente nas seguintes provas

4124543 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: FGV
Orgão: Pref. São José Campos-SP

Provas:

Professor - Inglês
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Interpretação de texto | Reading comprehension
Vocabulário | Vocabulary

Read Text II and answer the following question.

Text II

They were nearly born on a bus, Estha and Rahel. The car in which Babà, their father, was taking Ammu, their mother, to hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a crowded State Transport bus. With the queer compassion of the very poor for the comparatively well off, or perhaps only because they saw how hugely pregnant Ammu was, seated passengers made room for the couple, and for the rest of the journey Estha and Rahel’s father had to hold their mother’s stomach (with them in it) to prevent it from wobbling. That was before they were divorced and Ammu came back to live in Kerala.

According to Estha, if they’d been born on the bus, they’d have got free bus rides for the rest of their lives. It wasn’t clear where he’d got this information from, or how he knew these things, but for years the twins harbored a faint resentment against their parents for having diddled them out of a lifetime of free bus rides.

From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt

The phrase “the comparatively well off” (1^stparagraph) refers to those who are: