A Lei de Diretrizes e Bases da Educação (LDB) mantém os percentuais estabelecidos pela Constituição de 1988, mas explicita melhor as competências entre União, Estados e Municípios. A LDB estabeleceu os seguintes percentuais de aplicação mínima de recursos públicos na educação para a União, Estados e Municípios, respectivamente:

Analise os seguintes depoimentos de alunos do Curso para Educação de Jovens e Adultos (EJA): “a gente tem que estudar para aprender a ler e procurar uma vida melhor. Vida melhor é... que a gente arranjar um emprego melhor, que não dependa de trabalhar na roça, né... é ruim, é isso mesmo.” “Às vezes é até um segredo assim que ninguém pode saber, né, hoje todo mundo comenta, não é? Aí sai comentando: eu li a carta, tinha isso e isso né. Aí a pessoa fica com vergonha.” “É ruim o cara não saber ler porque o cara só pega no pesado, né... e o cara sabendo ler pega um servicim maneiro, né, o cabra não sabemo...” (FERNANDES, Dorginal, 2002, Alfabetização de Jovens e Adultos) Sobre os princípios da Educação de Jovens e Adultos, NÃO é correto afirmar que:

John and Mary are discussing their weekend plans. Complete their dialogue with the correct verb tense. John: "What ___ (you/do) this Saturday?" Mary: "I ___ (attend) a workshop on active learning methodologies."

Modal verbs are auxiliary verbs that express notions such as ability, obligation, permission, and possibility. Choose the sentence that correctly uses a modal verb.

Alex is telling a colleague about a professional development workshop he attended last year. Choose the correct verb form to complete his story. "Last year, I ___ (attend) a workshop on innovative teaching methods. I ___ (learn) new techniques and ___ (implement) them in my classes."

Susan is talking to her colleague about her recent achievements. Fill in the blanks with the correct present perfect form. "I ___ (implement) a new teaching strategy, and I ___ (notice) significant improvements in student engagement."

Emma is thinking about her professional goals for next year. Choose the correct future tense form to complete her ideas. "Maybe next year, I ___ (participate in) an international education conference, and I ___ (develop) new curriculum materials."

Articles are the part of speech that define nouns as specific or unspecific. Select the sentence that correctly shows the use of the article.

Mark is giving advice to a colleague about professional development. Choose the correct conditional form to complete the sentence. "If you ___ (dedicate yourself) to continuous learning, you ___ (excel) in your teaching career."

Lisa is discussing instructions from her supervisor with a colleague. Convert the direct speech into reported speech and choose the correct sentence. Supervisor: "You must prepare the lesson plans for next week." Lisa reported: “_______________ ______________ ”

“Sarah was enthusiastic about her upcoming workshop. She had been looking forward to it for months and finally, the day had arrived. She double-checked her presentation materials, ensuring she had everything she needed. With a final review of her notes, she headed out the door, eager for the professional development opportunity. As she walked to the conference venue, she felt a mixture of excitement and nervousness. This was her first time presenting at such an event, and she knew it would be a significant experience for her career. Sarah had prepared extensively for her workshop, researching best practices and rehearsing her presentation multiple times. Despite the early morning start, her enthusiasm kept her energized. She exchanged greetings with colleagues she met along the way, who wished her luck. As she entered the conference hall, Sarah's mind raced with thoughts of the knowledge she would share and the connections she would make. This workshop was not just a learning opportunity; it was a step forward in her professional journey.” What emotions does Sarah experience about her workshop, and how do they reflect her overall attitude towards the event?

“Michael was preparing for his first parent-teacher conference. He had been anticipating it for weeks, and now the day had arrived. He reviewed his notes and gathered samples of student work to showcase progress. With a final check of the conference schedule, he headed to the school, ready for the important meeting. He was feeling a mixture of nervousness and enthusiasm. This was his first time meeting with parents one-on-one, and he knew it would be a significant moment in his teaching career. Michael had prepared thoroughly for the conference, reflecting on each student's strengths and areas for improvement. Despite the butterflies in his stomach, his passion for teaching kept him focused. He exchanged smiles with colleagues who offered words of encouragement as he made his way to the conference room. As the conference began, Michael's mind filled with anticipation for the discussions ahead. This meeting was not just an obligation; it was an opportunity to foster strong partnerships with parents.” What does Michael's preparation for the parent-teacher conference reveal about his approach to teaching?