Questão de Inglês — Interpretação de texto | Reading comprehension — CESGRANRIO 2026
InglêsInterpretação de texto | Reading comprehension
- Código
- cg023982
- Banca
- CESGRANRIO
- Órgão
- Fundação Osório - RJ
- Ano
- 2026
- Nível
- Superior
- Cargo
- Professor - Língua Estrangeira Moderna: Inglês
A high school English teacher in a public school in Salvador, Bahia, decides to integrate Artificial Intelligence (AI) into a project about “Local Heroes:” Students use free AI tools to generate draft biographies and then transform that data into multimodal outputs, such as short videos and social media posts. However, the teacher notices that the AI-generated images for “heroes” consistently depict individuals who do not reflect the diverse Afro-Brazilian population of their community.Considering that situation, the pedagogical action that best aligns with the ideas discussed in Text I and the concepts of multiliteracies and critical literacy is:
- AThe teacher ignores the visual discrepancies, arguing that since the AI is a product of advanced ICTs from Silicon Valley, it represents a universal norm of English proficiency that students should emulate to become successful global citizens.
- BThe teacher assumes that because the students are digital natives, they will automatically recognize the machine’s bias, and therefore the teacher focuses strictly on correcting any grammar mistakes in the AI-generated text.
- CThe teacher uses the AI’s biased output as a contested site for critical inquiry, leading a debate on how algorithmic bias can privilege certain demographics while invisibilizing others, and encourages students to redesign the project to reflect their own cultural heritage and local linguistic repertoire.
- DThe teacher forbids the use of AI and digital tools entirely, returning to print-based textbooks and the blackboard to ensure that the students’ pure English is not interfered with by the translingual practices or non-standard varieties often found in digital environments.
- EThe teacher defines multiliteracies solely as the teaching resource of using the AI tool itself, concluding that as long as the students are using high-tech ICTs, the goal of modern literacy has been fully achieved regardless of the content’s cultural relevance.