Prova da Prefeitura de Cachoeiras de Macacu-2 - Professor I (Língua Estrangeira Moderna Inglês) - IBAM (2025) - Questões Comentadas

Inglês Interpretação de texto | Reading comprehension

Prefeitura de Cachoeiras de Macacu-2 - Professor I (Língua Estrangeira Moderna Inglês) - IBAM (2025)

According to the first paragraph, the option which best captures a critical implication regarding global education systems is:

A educational inequalities are solely the result of differences in national economic performance
B outdated curricula remain the primary obstacle to global educational development
C despite varying national contexts, global education systems confront structurally similar challenges that compromise educational equity and quality
D technological advancement is uniformly beneficial to all education systems worldwide

Inglês Interpretação de texto | Reading comprehension

Prefeitura de Cachoeiras de Macacu-2 - Professor I (Língua Estrangeira Moderna Inglês) - IBAM (2025)

Among the following statements, the one which best reflects the central global implication of the second paragraph regarding educational inequality is:

A urban education systems in wealthier nations have largely overcome inequality through access to advanced resources
B geographic isolation is the sole determinant of limited educational access in developing countries
C socioeconomic disparities in education are exclusive to low-income nations
D educational inequality is a global issue affecting both developing and developed countries, though it manifests differently depending on local and systemic factors

Inglês Interpretação de texto | Reading comprehension

Prefeitura de Cachoeiras de Macacu-2 - Professor I (Língua Estrangeira Moderna Inglês) - IBAM (2025)

In light of the third paragraph, teachers influence the persistence of challenges within education systems by:

A relying on curricular traditions that emphasize memorization, which sustains practices aligned with outdated economic models
B employing rigid instructional methods centered on rote learning and passive student roles, which hinder the acquisition of creativity, adaptability, and problemsolving skills required today
C transmitting knowledge through approaches that privilege repetition, which limits the development of higher-order thinking and active engagement in students
D reproducing classroom practices oriented toward content delivery, which makes it difficult for learners to cultivate collaborative and innovative abilities

Inglês Interpretação de texto | Reading comprehension

Prefeitura de Cachoeiras de Macacu-2 - Professor I (Língua Estrangeira Moderna Inglês) - IBAM (2025)

In the fourth paragraph, the author presents an opposition of ideas regarding technology and the education system. The alternative which best represents this contrast is:

A although technology has become indispensable for contemporary education, unequal access to digital resources continues to reinforce educational inequities worldwide
B while students from rural contexts gained opportunities through remote learning, those from urban areas were disproportionately affected by the COVID-19 pandemic
C even though digital skills are crucial for today’s job market, schools have generally prioritized traditional literacy over technological competence
D although wealthier countries still face challenges in incorporating digital tools into classrooms, poorer regions have been able to overcome these barriers by relying on alternative teaching strategies

Inglês Interpretação de texto | Reading comprehension

Prefeitura de Cachoeiras de Macacu-2 - Professor I (Língua Estrangeira Moderna Inglês) - IBAM (2025)

The link which can be established between the fifth and sixth paragraphs is that both:

A emphasize how global inequities in technology access and in mental health resources derive primarily from underfunded rural schools
B show that students’ difficulties during the COVID-19 pandemic were mainly a result of the lack of technological devices and online resources
C highlight barriers — whether technological or psychological — that undermine students’ capacity to learn and succeed, while also affecting teachers’ professional effectiveness
D suggest that educational systems place more importance on standardized curricula than on ensuring equitable digital access and psychological well-being