Pular para o conteúdo principal

Questão de Inglês — Interpretação de texto | Reading comprehension — VUNESP 2025

InglêsInterpretação de texto | Reading comprehension
Código
vu102656
Banca
VUNESP
Órgão
Prefeitura de Sorocaba - SP
Ano
2025
Nível
Superior
Cargo
Professor de Educação Básica II - Inglês
The text mentions that understanding a tool’s specific affordances involves recognizing “the constraints and possibilities of the modes available for meaning making and communication”.For a language teacher, a significant implication of focusing on a tool’s constraints in task design is
  1. Aselecting tools that impose specific limitations so that students follow the instructions and are prevented from deviating from the objectives established for the activity.
  2. Bregarding constraints as a matter primarily for technical support teams to address, since they may otherwise divert the teacher’s focus away from the main pedagogical aims of the task.
  3. Cunderstanding that constraints refer mainly to financial, technical, or administrative barriers that can hinder the full use of a technology, and which should be addressed by school management.
  4. Dseeking to overcome technological constraints through the integration of additional software or tools, thereby transforming those limitations into new possibilities for communication.
  5. Eacknowledging and intentionally planning the limitations of a tool, as these constraints will shape both the design of the communicative task and the resulting process of meaning-making.
Revelar gabarito e comentário

GabaritoE — acknowledging and intentionally planning the limitations of a tool, as these constraints will shape both the design of the communicative task and the resulting process of meaning-making.

Comentário gerado por IA. É um apoio ao estudo, ancorado em fontes, mas pode conter imprecisões — confira sempre na fonte oficial (lei, súmula, edital e gabarito da banca). Encontrou um erro? Use “Reportar”.

Reading Comprehension – Tool Affordances and Constraints

Gabarito: E. The text explicitly defines affordances as "the constraints and possibilities of the modes available for meaning making and communication" and indicates that understanding these is a prerequisite for designing tasks that foster learners' multimodal competence and autonomy. The correct implication is that constraints should be acknowledged and intentionally planned, as they shape task design and meaning-making (text: "These steps are a prerequisite for the subsequent phase in which teachers themselves design tasks with the goal of fostering... multimodal competence and autonomy").

Texto-base: "tasks should raise their awareness of a tool’s specific affordances, i.e. the constraints and possibilities of the modes available for meaning making and communication"

"These steps are a prerequisite for the subsequent phase in which teachers themselves design tasks with the goal of fostering, in turn, their learners’ multimodal competence and autonomy"

Alternativa A — ❌ Incorreta

Suggesting constraints be used to limit students to prescribed objectives contradicts the text, which emphasizes understanding constraints as part of a creative design process, not as a tool for control. No support in the text.

Alternativa B — ❌ Incorreta

The text treats constraints as a pedagogical concern for teachers, not for technical support. The teacher's awareness is central to task design.

Alternativa C — ❌ Incorreta

Constraints in the text refer to "modes available for meaning making and communication," not to financial, technical, or administrative barriers. The focus is on semiotic possibilities and limitations.

Alternativa D — ❌ Incorreta

The text does not advocate overcoming constraints with additional tools; rather, it emphasizes that constraints are an integral part of affordances to be intentionally considered in design.

Alternativa E — ✅ Correta ⟵ GABARITO

Directly aligns with the text: constraints are part of affordances, and teachers must acknowledge and plan for them, as they shape both task design and the process of meaning-making. This is implied by the prerequisite role of understanding affordances before designing tasks.

Gabarito: letra E.

Link permanente: /questoes/vu102656