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Artificial intelligence (AI) is becoming a core pillar of
economic competitiveness, national security, and daily life. That
reality is prompting governments worldwide to rethink their
reliance on foreign technology providers. “Sovereign AI” has
emerged as the strategic framework for nations aiming to take
greater control over their AI capabilities — and
telecommunications companies are finding themselves at the
center of this shift.
Sovereign AI, in this context, is essentially a nation"s
ability to independently develop, host, and govern artificial
intelligence systems using domestic infrastructure, workforce,
and business ecosystems. Instead of depending on foreign
technology providers or cloud platforms, countries pursuing
sovereign AI seek to build end-to-end domestic capabilities. The
concept covers both physical computing infrastructure and
control over the full data lifecycle. That includes building
foundational models trained on local datasets or adapting external
data to reflect specific languages, dialects, and cultural contexts.
Multiple converging forces are pushing nations to
prioritize sovereign AI capabilities. Data security concerns are
near the top of the list. When AI systems, data storage, and
computing infrastructure operate outside national borders,
countries become exposed to foreign legal mandates and supply
chain disruptions. For government decision-making and sensitive
applications, that exposure creates unacceptable risk.
National security considerations add further urgency. AI"s
expanding role in critical infrastructure, military systems, and
defense operations makes governments especially focused on
ensuring vital systems which are not dependent on potentially
adversarial foreign technologies. Space-based intelligence and
satellite systems reflect this broader sovereignty imperative.
Christian de Looper. How “sovereign AI” could shape telecom.
Internet:<https://www.rcrwireless.com> (adapted).
Concerning the previous text, judge the following item.
It is correct to conclude from the non-technical vocabulary used in the text that its target audience is specifically formed by people who are not at all familiar with AI related concepts.
Provas
Questão presente nas seguintes provas
Artificial intelligence (AI) is becoming a core pillar of
economic competitiveness, national security, and daily life. That
reality is prompting governments worldwide to rethink their
reliance on foreign technology providers. “Sovereign AI” has
emerged as the strategic framework for nations aiming to take
greater control over their AI capabilities — and
telecommunications companies are finding themselves at the
center of this shift.
Sovereign AI, in this context, is essentially a nation"s
ability to independently develop, host, and govern artificial
intelligence systems using domestic infrastructure, workforce,
and business ecosystems. Instead of depending on foreign
technology providers or cloud platforms, countries pursuing
sovereign AI seek to build end-to-end domestic capabilities. The
concept covers both physical computing infrastructure and
control over the full data lifecycle. That includes building
foundational models trained on local datasets or adapting external
data to reflect specific languages, dialects, and cultural contexts.
Multiple converging forces are pushing nations to
prioritize sovereign AI capabilities. Data security concerns are
near the top of the list. When AI systems, data storage, and
computing infrastructure operate outside national borders,
countries become exposed to foreign legal mandates and supply
chain disruptions. For government decision-making and sensitive
applications, that exposure creates unacceptable risk.
National security considerations add further urgency. AI"s
expanding role in critical infrastructure, military systems, and
defense operations makes governments especially focused on
ensuring vital systems which are not dependent on potentially
adversarial foreign technologies. Space-based intelligence and
satellite systems reflect this broader sovereignty imperative.
Christian de Looper. How “sovereign AI” could shape telecom.
Internet:<https://www.rcrwireless.com> (adapted).
Concerning the previous text, judge the following item.
It is possible to infer from the text that the implementation of sovereign AI strategies by most nations would potentially diminish the influence of a number of multinational IT (information technology) companies.
Provas
Questão presente nas seguintes provas
4056565
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
Teacher Qualifications, Professionalism,
Competencies, and Benchmarks
To achieve professionalism, English language teachers
(both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain
competence in disciplinary content knowledge about the
nature of language, language learning, and language
teaching, as well as pedagogical content knowledge
regarding teaching strategies that they can use to make
their teaching contextually appropriate and effective.
Teachers also need to achieve the ability to use English
effectively for different purposes, and acquire knowledge
about English that gives them the skills to analyze and
explain the language. In addition, teachers need to engage
in reflective activities and classroom-based research as
part of developing teacher qualifications, in order to be
able to make a connection between these bodies of
knowledge and their practice and continue their
professional development. Benchmarks developed to
measure teachers' English language proficiency need to
reflect local needs and constraints as well as respond to the
role of English as a lingua franca.
Content extracted and adapted from:
DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher
qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI:
https://doi.org/10.1002/9781118784235.eelt0034
Provas
Questão presente nas seguintes provas
4056564
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
Teacher Qualifications, Professionalism,
Competencies, and Benchmarks
To achieve professionalism, English language teachers
(both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain
competence in disciplinary content knowledge about the
nature of language, language learning, and language
teaching, as well as pedagogical content knowledge
regarding teaching strategies that they can use to make
their teaching contextually appropriate and effective.
Teachers also need to achieve the ability to use English
effectively for different purposes, and acquire knowledge
about English that gives them the skills to analyze and
explain the language. In addition, teachers need to engage
in reflective activities and classroom-based research as
part of developing teacher qualifications, in order to be
able to make a connection between these bodies of
knowledge and their practice and continue their
professional development. Benchmarks developed to
measure teachers' English language proficiency need to
reflect local needs and constraints as well as respond to the
role of English as a lingua franca.
Content extracted and adapted from:
DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher
qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI:
https://doi.org/10.1002/9781118784235.eelt0034
Provas
Questão presente nas seguintes provas
4056563
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
Teacher Qualifications, Professionalism,
Competencies, and Benchmarks
To achieve professionalism, English language teachers
(both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain
competence in disciplinary content knowledge about the
nature of language, language learning, and language
teaching, as well as pedagogical content knowledge
regarding teaching strategies that they can use to make
their teaching contextually appropriate and effective.
Teachers also need to achieve the ability to use English
effectively for different purposes, and acquire knowledge
about English that gives them the skills to analyze and
explain the language. In addition, teachers need to engage
in reflective activities and classroom-based research as
part of developing teacher qualifications, in order to be
able to make a connection between these bodies of
knowledge and their practice and continue their
professional development. Benchmarks developed to
measure teachers' English language proficiency need to
reflect local needs and constraints as well as respond to the
role of English as a lingua franca.
Content extracted and adapted from:
DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher
qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI:
https://doi.org/10.1002/9781118784235.eelt0034
Provas
Questão presente nas seguintes provas
4056562
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
Teacher Qualifications, Professionalism,
Competencies, and Benchmarks
To achieve professionalism, English language teachers
(both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain
competence in disciplinary content knowledge about the
nature of language, language learning, and language
teaching, as well as pedagogical content knowledge
regarding teaching strategies that they can use to make
their teaching contextually appropriate and effective.
Teachers also need to achieve the ability to use English
effectively for different purposes, and acquire knowledge
about English that gives them the skills to analyze and
explain the language. In addition, teachers need to engage
in reflective activities and classroom-based research as
part of developing teacher qualifications, in order to be
able to make a connection between these bodies of
knowledge and their practice and continue their
professional development. Benchmarks developed to
measure teachers' English language proficiency need to
reflect local needs and constraints as well as respond to the
role of English as a lingua franca.
Content extracted and adapted from:
DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher
qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI:
https://doi.org/10.1002/9781118784235.eelt0034
Provas
Questão presente nas seguintes provas
4056561
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
Teacher Qualifications, Professionalism,
Competencies, and Benchmarks
To achieve professionalism, English language teachers
(both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain
competence in disciplinary content knowledge about the
nature of language, language learning, and language
teaching, as well as pedagogical content knowledge
regarding teaching strategies that they can use to make
their teaching contextually appropriate and effective.
Teachers also need to achieve the ability to use English
effectively for different purposes, and acquire knowledge
about English that gives them the skills to analyze and
explain the language. In addition, teachers need to engage
in reflective activities and classroom-based research as
part of developing teacher qualifications, in order to be
able to make a connection between these bodies of
knowledge and their practice and continue their
professional development. Benchmarks developed to
measure teachers' English language proficiency need to
reflect local needs and constraints as well as respond to the
role of English as a lingua franca.
Content extracted and adapted from:
DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher
qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI:
https://doi.org/10.1002/9781118784235.eelt0034
Provas
Questão presente nas seguintes provas
4056560
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
Teacher Qualifications, Professionalism,
Competencies, and Benchmarks
To achieve professionalism, English language teachers
(both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain
competence in disciplinary content knowledge about the
nature of language, language learning, and language
teaching, as well as pedagogical content knowledge
regarding teaching strategies that they can use to make
their teaching contextually appropriate and effective.
Teachers also need to achieve the ability to use English
effectively for different purposes, and acquire knowledge
about English that gives them the skills to analyze and
explain the language. In addition, teachers need to engage
in reflective activities and classroom-based research as
part of developing teacher qualifications, in order to be
able to make a connection between these bodies of
knowledge and their practice and continue their
professional development. Benchmarks developed to
measure teachers' English language proficiency need to
reflect local needs and constraints as well as respond to the
role of English as a lingua franca.
Content extracted and adapted from:
DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher
qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI:
https://doi.org/10.1002/9781118784235.eelt0034
I. Dealing with IA technologies.
II. Disciplinary content knowledge.
III. Pedagogical knowledge.
IV. Research publication.
V. Translation skills.
Provas
Questão presente nas seguintes provas
4056559
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
Teacher Qualifications, Professionalism,
Competencies, and Benchmarks
To achieve professionalism, English language teachers
(both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain
competence in disciplinary content knowledge about the
nature of language, language learning, and language
teaching, as well as pedagogical content knowledge
regarding teaching strategies that they can use to make
their teaching contextually appropriate and effective.
Teachers also need to achieve the ability to use English
effectively for different purposes, and acquire knowledge
about English that gives them the skills to analyze and
explain the language. In addition, teachers need to engage
in reflective activities and classroom-based research as
part of developing teacher qualifications, in order to be
able to make a connection between these bodies of
knowledge and their practice and continue their
professional development. Benchmarks developed to
measure teachers' English language proficiency need to
reflect local needs and constraints as well as respond to the
role of English as a lingua franca.
Content extracted and adapted from:
DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher
qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI:
https://doi.org/10.1002/9781118784235.eelt0034
Provas
Questão presente nas seguintes provas
4056558
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB
Provas:
TEXT 1
The Decolonial Option in English Teaching: Can the Subaltern Act?
In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.
Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.
Provas
Questão presente nas seguintes provas
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