Escolher uma escola é escrever uma história
Saiba como a Móbile pode contribuir para o projeto de vida de seu(sua) filho(a) . Participe de nosso processo de ingresso.
Passo a passo para a matrícula na Móbile em 2026
Para ingresso no decorrer de 2025, consulte nossa equipe de admissões.
Conheça a Móbile
Participe da reunião on-line e agende um encontro pedagógico ou visita.
Quando:
O ano todo
Manifeste Interesse
Formalize sua intenção de matrícula preenchendo a ficha de manifestação na Área do Ingressante.
Quando:
A partir de maio de 2025
Reserve a Vaga
Infantil 2 ao 2° ano do Fundamental
A chamada para a matrícula antecipada considera a ordem de entrega da manifestação.
Quando:
A partir de maio de 2025
Mostre seu conhecimento
3º ano do Fundamental ao 3º ano do Médio
Após a participação em vivências ou avaliações, os estudantes são chamados para pré-matrícula (ou reserva de vaga).
Quando:
A ser definido
Realize a matrícula
Formalize o ingresso de seu(sua) filho(a) na Móbile.
Quando:
Outubro de 2025
Área do ingressante
Acesse nossa plataforma para acompanhar a evolução do processo de ingresso de seu(sua) filho(a).
O que dizem
nossos ex-alunos
Nickolas Kokron
Graduated in 2012, getting his Doctorate degree in Physics at Stanford University
“Móbile contributed to the person I’ve become in different ways. In the academic aspect, it gave me the fundamentals to study in a course that is very demanding, Molecular Physics at USP. In a broader sense, it made me always follow what is happening around the world. Personally, I have great friendships and lived my first loves at Móbile School.”
Thais Alves Braga
Graduated in 2008, executive chef at Manioca
“At Móbile, I graduated as a thinking being, with autonomy and responsibility to develop an idea and get on with a project. I carry, kindly, memories of the exchanges and talks I had with the teachers and coordinators back at school.”
Pedro Sant'Anna
Graduated in 2016, getting his Doctorate degree in Economy at MIT
“Having studied at Móbile ever since I was young, I was encouraged to reflect about the world and think creatively, at the same time I had a solid academic foundation. I can see clearly how the many seeds of what I do as an economist were planted in school. In High school for example, I developed a research of scientific initiation that awakened my interest in racial inequality issues. The theme is now an important part of my investigation agenda at MIT.”
Giulia Reggio
Graduated in 2020, is now a medical student at USP
“The school is awesome! The teachers are always talking about teaching us beyond academics so that we can see the people around us, searching for a change we can leave to others so that this place can become a better place, one that we believe in.”
Reuniões e Visitas
Mantemos um calendário permanente de reuniões de apresentação da Móbile e de visitas ao campus. Registre seu contato para receber mais informações e fazer seu agendamento.
Dúvidas frequentes
Qual é a metodologia da Móbile?
A Móbile possui um currículo autoral, constantemente atualizado por sua equipe pedagógica, de modo a refletir o espírito e as necessidades dos tempos em que vivemos. Estruturamos nossas metodologias de ensino-aprendizagem para desenvolver, ao mesmo tempo, a autonomia moral e a formação intelectual e acadêmica de nossos(as) alunos(as). Em outras palavras, promovemos o pensamento crítico e a capacidade de dialogar com o outro e com o mundo que nos rodeia. Na seção “A escola”, você encontrará mais informações sobre nossa proposta pedagógica.
A Escola adota livros didáticos ou sistemas apostilados?
A maior parte dos materiais didáticos da Móbile, digitais ou físicos, é formulada por seus(suas) próprios(as) professores(as), sob supervisão de coordenadores(as) e diretores(as) pedagógicos(as). A Móbile valoriza os conhecimentos científicos, tecnológicos e artísticos construídos pela humanidade e trabalha significativamente esses saberes por meio de um conteúdo educacional autoral e de metodologias de ensino-aprendizagem inovadoras, que colocam o(a) estudante como protagonista, vivenciando e refletindo de maneira crítica sobre seu próprio aprendizado.
Há um programa bilíngue na Móbile?
Há, na Móbile, duas opções de currículo, ambos bastante potentes: o Programa Bilíngue (em período integral) e o Programa Regular (em período parcial).
O Programa Bilíngue da Móbile segue um currículo internacional?
Não. Tanto o Programa Regular quanto o Bilíngue têm como base o currículo autoral da Móbile, em diálogo com o que exige a Base Nacional Comum Curricular (BNCC) brasileira. A experiência de 50 anos da Móbile possibilitou a criação desses dois programas, ambos marcados pela excelência acadêmica. Dessa forma, os(as) alunos(as) e as famílias podem escolher qual desses percursos atende melhor aos seus projetos de vida, tendo a certeza de que os dois programas garantem acesso às melhores instituições de ensino do Brasil e do mundo depois que os(as) estudantes se formam. Para compreender como se dá a inserção das aprendizagens em inglês e português em nosso Programa Bilíngue, sugerimos a leitura da seção Programa Bilíngue".
A Móbile oferece serviço de transporte escolar?
A Móbile sugere duas empresas que usualmente oferecem este tipo de serviço às nossas famílias:
Empresa Transid
- Responsáveis: Linda e Sidinei
- Telefones: (11) 99993-6230 ou (11) 5563-5851
- E-mail: lindaribeiro@terra.com.br
- Bairros atendidos: Campo Belo, Chácara Klabin, Moema, Vila Mariana e Vila Nova Conceição
TransportesEmpresa Edson
- Responsável: Edson
- Telefones: (11) 99614-4112 ou (11) 4332-2843
- E-mail: edsontransportes@yahoo.com.br
- Bairros atendidos: Brooklin Novo, Itaim, Jardins, Morumbi, Pinheiros e Vila Olímpia.
O uso de uniforme é obrigatório na Móbile?
O uso do uniforme na Móbile é opcional. Sua não obrigatoriedade deve-se a um princípio simples: as pessoas devem ter liberdade de escolher como se vestir e de se expressar nos diferentes ambientes e contextos. Caso a família opte por adquirir o uniforme, poderá providenciá-lo na empresa Texblun: Endereço: Loja 1 – Rua Manoel da Nóbrega, 1126 – Jardim Paulista; telefones: (11) 3051-3252 / 3051-3179 / 3052-1749.
Como é a alimentação na Móbile?
As cantinas, onde estudantes a partir do 2º ano do Ensino Fundamental podem comprar lanches, e os serviços de almoço e lanche, que compõem a rotina no Programa Bilíngue, no Contraturno e no Inglês Móbile com algumas especificidades de acordo com os cursos, são operados pela Quitanda, nossa parceira.
Fornecedora da Móbile desde janeiro de 2023, essa empresa oferece uma alimentação diversa, composta de grãos, legumes, frutas e verduras, sem deixar de também incluir, com equilíbrio, outros alimentos apreciados por crianças e adolescentes. Todo o cardápio da Quitanda é elaborado e acompanhado diariamente por nutricionistas. Temos, além disso, cozinhas internas para realizar o preparo das refeições.
Que tipo de atividade a Móbile oferece além do horário de aula?
Oferecemos dezenas de opções de cursos opcionais (pagos) e atividades extracurriculares (sem custo adicional). Possuímos também um prédio exclusivo para a realização dos cursos opcionais do Inglês Móbile e um espaço de Contraturno, onde recebemos crianças de 2 a 8 anos, e ampliamos nosso compromisso em garantir o desenvolvimento por meio do brincar. Conheça mais sobre as modalidades navegando no menu Currículo Móvel de nosso site.
É possível ingressar na Móbile no meio do ano letivo?
Sim. Consulte-nos sobre as séries em que há vagas remanescentes. Matrículas no decorrer do ano letivo, não necessariamente em agosto, ocorrem com frequência na Educação Infantil e nos anos iniciais do Ensino Fundamental.
Qual é a idade para ingresso na Móbile e quais são as idades por série?
A Móbile recebe alunos a partir do Infantil 2 em seu Programa Regular e a partir do Infantil 4 no Programa Bilíngue. A tabela a seguir informa a idade mínima para o ingresso em cada série da Educação Infantil ao 1º ano do Fundamental:
Para as demais séries – do 2º ao 9º ano do Fundamental e do 1º ao 3º ano do Ensino Médio –, o(a) estudante dará sequência a seus estudos conforme documentação registrada na Secretaria de Educação.
Por isso, na pré-matrícula será solicitada a Declaração de Escolaridade ou Transferência, a fim de conferirmos a adequação idade-série e o histórico do(a) aluno(a). Para estudantes egressos(as) de instituições internacionais, o ingresso será analisado caso a caso.
A Móbile organiza sorteios de vagas na Educação Infantil?
Não. As vagas são distribuídas por ordem de chegada, ou seja, pelo envio da ficha de Manifestação de Interesse por uma vaga. Para preencher esse documento, você deve ter feito sua inscrição em nosso Processo de Ingresso e participado de uma reunião de apresentação da Móbile. Clique aqui para se inscrever no Processo de Ingresso 2025.
Irmão(ã) de aluno(a) tem preferência no Ingresso?
Sim. Irmãos(ãs) de alunos(as) que estudam atualmente na Móbile, assim como filhos(as) de funcionários(as) e assessores(as) da Móbile, têm preferência no Ingresso quando há vagas disponíveis. Para tanto, devem preencher a Manifestação de Interesse dentro do prazo estabelecido em comunicação interna (no mês de maio de 2025).
Em que constituem as vivências de 1º ao 5º ano do Fundamental?
Durante as vivências, os estudantes conhecem os espaços da escola e participam de dinâmicas de grupo, jogos e brincadeiras. Além disso, realizam avaliações diagnósticas de aprendizagens essenciais de Português e Matemática.
Para ingressantes no decorrer do ano letivo, as vivências são agendadas individualmente ou em pequenos grupos, conforme demanda.
Como são as provas de ingresso para o Ensino Fundamental 2 (6º ao 9º ano)?
Avaliamos conteúdos de Matemática e Português (leitura e produção de texto). Para o ingresso no Programa Bilíngue, realizamos também sondagens em Inglês e Espanhol.
Há uma taxa no valor de R$ 315,00 (trezentos e quinze reais) para participar das avaliações.
Como são as provas de ingresso para o Ensino Médio?
A avaliação para ingresso no Ensino Médio da Móbile é composta de instrumentos de Língua Portuguesa (produção de texto e questões discursivas de interpretação de texto), Matemática (questões abertas e de múltipla escolha) e Inglês (produção de texto e questões de múltipla escolha).
As provas de Língua Portuguesa e Matemática são classificatórias e orientam nossa lista de convocação e de espera.
As atividades de Inglês não são classificatórias. Seu objetivo é detectar o nível de conhecimento dos(as) candidatos(as), permitindo o futuro agrupamento de estudantes aprovados(as) nas aulas do idioma estrangeiro. Na mesma perspectiva, candidatos(as) aprovados(as) também poderão ser convocados(as) para prova e entrevista de Espanhol.
Conteúdo Programático - Ensino Fundamental
3rd grade
Reading and Text Production
Related to the reading procedures, it will be observed if the student:
reads fluently, assigning meaning to the words and sentences;
differentiates letters, syllables and words;
identifies explicit information in the text;
infers an implicit information in the text;
identifies the elements that build a narrative: characters, space, narrator and plot;
identifies the conflict generated from the plot;
infers meaning of a word or expression;
establishes relationship between the parts and elements of the text;
recognizes the meaning effect from the use of punctuation;
interprets based on the text;
understands what’s stated in the activity.
Related to the procedure of text production, it will be observed if the student:
uses cursive legible letters;
recognizes the word as a sound unity that is between two spaces, this way, avoiding possible juxtapositions/blended words;
explores punctuation at the end of the sentences (period, question mark, exclamation point);
uses uppercase letters in first names and beginning of sentences;
presents logical linking ideas in the construction of answers and text;
divides the paragraphs into phrases;
uses basic noun and verb agreement mechanisms.
Mathematics
Related to problem resolution procedures, it will be observed if the student:
elaborates valid strategies to solve problems of different mathematical thinking structures;
registers the carried out thought;
writes coherent final answers with the requested problem.
Related to the structure of the mathematical thinking, it will be observed if the student:
reads, writes and compares numbers until its order in the unit of thousands;
solves, through non-conventional strategies, problems involving different ideas of addition, subtraction, multiplication and division with natural numbers;
calculates addition precisely involving natural numbers through usual algorithm
calculates subtractions precisely with no exchange involving natural numbers through usual algorithm.
English (only for Bilingual Program candidates)
The learner CAN…
Recognize the letters of the alphabet in English;
Spell her/his name and simple words: Anna / cat / dog;
Use simple sentences to ask and answer simple questions: This is a chair. / How old are you? / I am six (years old). / How is the weather? / It's sunny.
Follow very short stories using graded language and visual cues;
Respond to classroom instructions accordingly: Listen and color. / Read the text and circle the correct image. / Answer the questions.
Use very short sentences to describe familiar situations: This is my mother. / I like bananas. / I like dancing. / I am wearing glasses. / I can play outside. / There are four people in my family. / It is raining.
Topics
Name and age
Cardinal numbers
Likes and dislikes
Foods and drinks
Sports and physical activities
The weather
Clothes
Seasonal activities
Family members
Physical appearances
Adjectives to describe people
Structures
Be and have for simple descriptions
Can for abilities
There is / are
Basic pronouns
Basic present verb forms
4th grade
Reading and Text Production
Related to the reading procedures, it will be observed if the student:
reads fluently, assigning meaning to the words and sentences;
identifies explicit information in the text;
infers an implicit information in the text;
identifies the elements that build a narrative: characters, space, narrator and plot;
identifies the conflict generated from the plot;
infers meaning of a word or expression;
establishes relationship between the parts and elements of the text;
distinguishes a fact from the opinion related to this fact;
recognizes the meaning effect from the use of punctuation and other notations;
interprets texts in comic books;
interprets based on the text;
identifies direct discourse;
understands what’s stated in the activity.
Related to the procedure of text production, it will be observed if the student:
uses cursive legible letters;
recognizes the word as a sound unity that is between two spaces, this way, avoiding possible juxtapositions/blended words;
explores punctuation in every sentence (period, question mark, exclamation point, comma);
uses uppercase letters in first names and beginning of sentences;
presents logical linking ideas in the construction of answers and text;
divides the text in paragraphs;
divides the paragraphs into phrases;
uses basic noun and verb agreement mechanisms.
Mathematics
Related to problem resolution procedures, it will be observed if the student:
elaborates valid strategies to solve problems of different mathematical thinking structures;
registers all the steps of the solution;
writes coherent final answers with the requested problem.
Related to the structure of the mathematical thinking, it will be observed if the student:
reads, writes and compares numbers until its order in the unit of thousands;
solves, through non-conventional strategies, problems involving different ideas of addition, subtraction, multiplication and division with natural numbers;
relates information presented in a double entry table
solves, through non-conventional strategies, problems involving different ideas of addition, subtraction, multiplication and division with natural numbers;
calculates addition and subtraction precisely involving natural numbers through usual algorithm;
calculates multiplication precisely through usual algorithm when the second factor has only one algorithm.
English (only for Bilingual Program candidates)
The learner CAN…
Unscramble letters and words to form expressions and sentences in English;
Read simple illustrated stories;
Answer simple, direct questions with complete answers about a text or audio program;
Produce simple sentences to talk about himself/herself: I have (got) a dog. / My mother's name is Anna. / My favorite school subject is Science. / I have like (playing) soccer. / I live in a house with my parents and sister. / My backpack is in my bedroom.
Produce simple sentences to describe a scene: The computer is next to the lamp. / This is a television. / There is a dog and a cat in the yard. / These books are blue. / She is bouncing the ball.
Topics
Ordinal numbers
Hobbies
Likes and dislikes
School supplies & subjects
Family members
Personal belongins
Toys and gadgets
Parts of the house and furniture
Parts of the body and face
Places and directions
Key adjectives
Structures
Be and have for simple descriptions
Can for abilities
May for requests
Determiners (a, an, the, some)
Adverbs: now, here, too
There is/are for simple descriptions
Have (got) for possession
Personal and possessive pronouns
Present verb forms (simple & continuous)
Prepositions of place and time
Conjunctions (and, but, so)
5th grade
Reading and Text Production
Related to the reading procedures, it will be observed if the student:
reads fluently, assigning meaning to the words and sentences;
identifies explicit information in the text;
infers an implicit information in the text;
identifies the elements that build a narrative: characters, space, narrator and plot;
identifies the conflict generated from the plot;
infers meaning of a word or expression;
recognizes the meaning effect from the use of of a word or expression;
establishes relationship between the parts and elements of the text;
establishes relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
distinguishes a fact from the opinion related to this fact;
establishes relation between diverse texts;
recognizes the meaning effect from the use of punctuation and other notations;
interprets based on the text;
identifies direct discourse;
understands what’s stated in the activity.
Related to the procedure of text production, it will be observed if the student:
uses cursive legible letters;
recognizes the word as a sound unity that is between two spaces, this way, avoiding possible juxtapositions/blended words;
explores punctuation in every sentence (period, question mark, exclamation point, comma);
uses uppercase letters in first names and beginning of sentences;
presents logical linking ideas in the construction of answers and text;
divides the text in paragraphs;
divides the paragraphs into phrases;
uses basic noun and verb agreement mechanisms.
marks, in the text, the separation between the narrator’s discourse and the character’s speech, correctly using marks for this separation (reported speech verbs, colon, dash and quotation marks).
Mathematics
Related to problem resolution procedures, it will be observed if the student:
elaborates valid strategies to solve problems of different mathematical thinking structures;
elaborates an organized register with all the steps of the problem resolution;
writes coherent final answers with the requested problem.
Related to the structure of the mathematical thinking, it will be observed if the student:
reads, writes and compares numbers until its order in the unit of millions;
identifies the total units, dozens, hundreds, etc. of a number (inclusion relations);
solves problems involving the currency of our monetary system;
relates information presented in a double entry table
calculates addition and subtraction precisely involving natural numbers through usual algorithm;
English (only for Bilingual Program candidates)
The learner CAN…
Spell words more accurately and promptly;
Answer simple, direct questions with complete answers about a text or audio program, and complete dialogues;
Infer meaning of unknown words or chunks from context;
Spot the main idea in a short text and look for specific information;
Describe their own routines, past experiences, people (physical traits) and their preferences using simple sentences: I always go to the shopping mall with my parents. / I play computer games in my free time. / I enjoy taking pictures. I am Brazilian, but my parents are Chinese. / I went to UK in 2019 and I ate fish and chips there. / I love reading books, but I don't enjoy going to the museum. / My mom is shorter than me. / She is quiet and a little patient. / She has (got) short straight blonde hair and blue eyes. / I went riding last Saturday, because it was my birthday. / We went to the movies at night.
Write very short descriptive paragraphs involving close people, public places and/or familiar situations.
Topics
School places and subjects
Free time activities
Likes and dislikes
Physical descriptions
Countries and nationalities
Holiday destinations
City life and transportation
Entertainment: TV shows, streaming contents, books etc.
Professions and workplaces
Structures
Verb to be
Like, enjoy, hate + noun/gerund
Adjective word order
Comparative degree of adjectives
Have (got) for descriptions
Demonstrative, personal and possessive pronouns
Present verb forms (simple & continuous)
Adverbs of frequency
Past verb forms (simple & continuous)
Adverbs of time (yesterday, last, ago)
Can for present abilities
Could for past abilities
Will for future events
Conjunctions (and, but, too, because, so, then, when)
Ensino Fundamental 2:
See below the content referred to the evaluation of Reading, Text production, Math, English and Spanish for Middle School candidates
6th grade
Reading and Text Production
Related to the reading procedures, it will be observed if the student:
Select adequate reading procedure.
reads fluently, assigning meaning to the words and sentences;
identifies explicit information in the text;
infers an implicit information in the text;
identifies the elements that build a narrative: characters, space, narrator and plot;
explains the conflict generated from the plot;
infers meaning of a word or expression;
establishes relationship between the parts and elements of the text;
establishes relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
identifies effects of humor in diverse texts;
establishes relation between diverse texts;
interprets based on the text;
interprets texts in comic books;
identifies kinds of reported speech and its marks and linguistic features;
understands what’s stated in the activity.
Em relação aos procedimentos de produção de texto, será observado se o(a) aluno(a):
uses cursive legible letters;
correctly uses punctuation at the end and interior of sentences and numbers;
presents logical linking ideas in the construction of answers and text;
adequately divides the text into periods and paragraphs;
uses basic noun and verb agreement mechanisms.
marks, in the text, the separation between the narrator’s discourse and the character’s speech, correctly using marks for this separation (reported speech verbs, colon, dash and quotation marks).
describes images;
responds to the text genre proposed;
maintains coherence in the attribution of title, theme continuity and the meaning of the text in general;
adequately uses the cohesion mechanisms through pronouns, adverbs, conjunctions and words of the same semantic field;
writes the words correctly, obeying the norms of the dialect;
adequately uses punctuation, obeying the different timbres (open/closed) and tonicity (stress pattern);
Mathematics
Em relação aos procedimentos de resolução de problema, será observado se o(a) aluno(a):
elaborates valid strategies to solve problems of different mathematical thinking structures;
elaborates an organized register to communicate all the steps of the problem resolution;
verifies the compatibility of the result found;
escreve respostas finais coerentes com a solicitação do problema.
Related to the structure of the mathematical thinking, it will be observed if the student:
reads, writes and compares numbers until its order in any size, understanding the characteristics of the decimal system numbers;
precisely presents calculations with addition, subtraction, multiplication and division of natural numbers;
solves problems involving proportional relationships;
graphically represents fractions and problem situations involving rational numbers;
solves problems involving fraction of quantity calculations.
English (only for Bilingual Program candidates)
The learner CAN…
Infer the spelling of short unfamiliar words, such as proper names and addresses;
Answer direct questions, using complete answers, about a text or audio program;
Predict expressions to complete dialogues and fill in information gaps;
Infer meaning from context;
Identify personal problems, both simple and related to school life, and make suggestions accordingly;
Read short texts for the gist or spot specific information;
Produce, both orally and in writing, reasonable stretches of language to describe people's personality traits;
Narrate simple events using time and sequencing expressions: I was climbing when I fell off the tree. / I bought a blue T-shirt when I went to the countryside.
Describe simple possible conditions and their consequences: If I eat healthy food, I will be ready for the sports competition.
Share personal experiences: I have studied here since 2018. / I have never visited an African country. / My mother has already flown a helicopter.
Make future predictions based on evidence or by simply guessing: Next week, I am going to be very busy. / In the future, we will drive around in flying cars.
Write short descriptive paragraphs, following guidelines and respecting word limits.
Topics
School places, subjects and timetables
Occupations
Free time activities
Entertainment (TV, cinema and music)
Life experiences
Adventures
Countries and celebrations
Clothes and materials
Numbers 1 – 1000
Structures
Telling the time
Present simple and continuous
Comparatives and superlatives
Past simple and continuous
Plans, intentions and predictions: going to
Predictions: will
Present perfect with for, since, still, just, already, ever, never
Relative clauses with that
Can for present abilities
Could for past abilities
Should for simple advice and suggestions
Countable and uncountable nouns
Prepositions of place (behind, between, next to, opposite)
Imperative verbs for directions
Espanhol (somente para candidatos do Programa Bilíngue)
En cuanto a las habilidades lingüísticas, el candidato al 6° año debe:
Comprender frases y el vocabulario más habitual relacionado a datos personales, el lugar donde vive y familia;
Utilizar expresiones y frases para describir de forma sencilla su entorno, rutina escolar y personal;
Leer y escribir textos breves de carácter personal;
Comunicarse en interacciones sociales breves y habituales que exijan intercambio de informaciones sencillo y directo sobre actividades y temas cotidianos.
Contenidos
Funcionales y comunicativos:
Presentación personal
Oraciones sencillas en interacciones cotidianas de clase
Los saludos más usuales de acuerdo con el contexto comunicativo
La rutina: estudio y actividades de tiempo libre
Descripción del espacio público
Gustos y preferencias
Lexicales:
Vocabulario relacionado al aula y a los útiles escolares
Países hispanohablantes y nacionalidades
Vocabulario relacionado a los medios de transporte y referencias al desplazamiento en una ciudad
El espacio público y establecimientos
Los días de la semana
Gramaticales:
Pronombres sujeto
Usos de los verbos estar, haber y tener para indicar la existencia o ubicación de los establecimientos de la ciudad
Artículos y contracciones
Numerales
Usos y morfología del Presente de Indicativo
Posición pronominal: pronombres reflexivos
Género y número de sustantivos y adjetivos
Operadores argumentativos de causa
Uso de la locución mientras que
Uso del verbo gustar
7th grade
Reading and Text Production
Related to the reading procedures, it will be observed if the student:
reads fluently, assigning meaning to the words and sentences;
identifies explicit information in the text;
infers an implicit information in the text;
identifies the elements that build a narrative: characters, space, narrator and plot;
explains the conflict generated from the plot;
infers meaning of a word or expression;
recognizes and analyzes the expressive value of linguistic resources and their role in the establishment of the style (repetitions, visual-graphic resources; use of punctuation; resumpture; lexical choices; expressive sound treatment; use of linguistics variants; adjective formation; apposition);
establishes relationship between the parts and elements of the text;
establishes relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
identifies the presence of elements that guarantee the cohesion and analysis of its semantic-logical value in the articulation; hierarchy and progression of ideas of the text (constitution of a semantic network; presence of pronouns; adverbs; conjunctions and synonyms);
identifies effects of humor in diverse texts;
establishes relation between diverse texts;
interprets based on the text;
interprets texts in comic books;
understands what’s stated in the activity.
Related to the procedure of text production, it will be observed if the student:
uses cursive legible letters;
correctly uses punctuation at the end and interior of sentences and numbers;
adequately divides the text into periods and paragraphs;
adequately divides the text into periods and paragraphs;
uses basic noun and verb agreement mechanisms.
marks, in the text, the separation between the narrator’s discourse and the character’s speech, correctly using marks for this separation (reported speech verbs, colon, dash and quotation marks).
describes images;
responds to the text genre proposed;
maintains coherence in the attribution of title, theme continuity and the meaning of the text in general;
adequately uses the cohesion mechanisms through pronouns, adverbs, conjunctions and words of the same semantic field;
writes the words correctly, obeying the norms of the dialect;
adequately uses punctuation, obeying the different timbres (open/closed) and tonicity (stress pattern);
Mathematics
Related to problem resolution procedures, it will be observed if the student:
elaborates valid strategies to solve problems of different mathematical thinking structures;
elaborates an organized register to communicate all the steps of the problem resolution;
verifies the compatibility of the result found;
writes coherent final answers with the requested problem.
Related to the structure of the mathematical thinking, it will be observed if the student:
reads, writes and compares numbers until its order in any size, understanding the characteristics of the decimal system numbers;
relates different representation of rational numbers: decimal, fraction, graphic and percentage
solves operations involving natural numbers;
solves addition, subtraction and multiplication involving positive rational numbers;
solves problems involving proportional relationships;
solves problems involving fractions and percentages, through different resources (graphic and operation representations).
English (only for Bilingual Program candidates)
The learner CAN…
Speak intelligibly, with some control of phonological features such as word stress and individual sounds;
Name and identify time, day and dates on written and spoken messages;
Describe people’s appearance, personality traits and the position of objects in a picture;
Fill in a form with personal information;
Make suggestions and invitations;
Listen attentively to audio/video recordings to answer questions;
Infer meaning from context;
Read abridged or graded texts for the gist or to spot specific information;
Write coherent and cohesive texts of approximately 120 words.
Topics
Family and friends
School subjects, people and places
Occupations and professions
Appearance and personality traits
Clothes
Food
Travel and transport
Life experiences
The future
Sports
Lexical Structures
Invitations and offers: Would you like…? / Let’s…! / How about you? / Shall we…?
Prepositional phrases + verb –ing (be, fond of, be keen on)
Prepositions of time: in, on, at
Time expressions: ago, when, while, until, last (week, year, century), before/after, as soon as, by (+ past perfect), already, yesterday
Quantifiers: a/an, a lot of, many, much, some
Linkers: because, however, as well, also, too
Grammar Structures
Sentence word order: subject + verb + direct object
Verb to be
Has/have got
Present simple
Enjoy, like, love, hate + nouns & verbs –ing
Comparative and Superlative: regular and irregular forms
Past simple and continuous
Used to for past habits
Plans, intentions and predictions: going to
Predictions: will
First conditional
Present perfect with for, since, still, just, yet, already, ever, never
Espanhol (somente para candidatos do Programa Bilíngue)
En cuanto a las habilidades lingüísticas, el candidato al 7° año debe:
Comprender frases y el vocabulario más habitual relacionado a datos personales, el lugar donde vive, familia, transportes, viajes y alimentación;
Utilizar expresiones y frases para describir de forma sencilla su entorno, rutina escolar y personal;
Describir escenas;
Leer y escribir textos breves de carácter personal;
Comunicarse en interacciones sociales habituales que exijan intercambio de informaciones sencillo y directo sobre actividades y temas cotidianos
Contenidos
Funcionales y comunicativos:
Presentación personal
Oraciones sencillas en interacciones cotidianas de clase
Los saludos más usuales de acuerdo con el contexto comunicativo
La rutina: estudio, deportes y actividades de tiempo libre
Instrucciones de una receta
Gustos y preferencias
Descripción de costumbres alimentarias
Descripción del espacio público
Descripción de paisajes
Descripción de vestimentas
Lexicales:
Vocabulario relacionado al aula y a los útiles escolares
Países hispanohablantes y nacionalidades
Vocabulario relacionado a los medios de transporte y referencias al desplazamiento en una ciudad
Vocabulario relacionado a los medios de transporte y referencias al desplazamiento en una ciudad
El espacio público y establecimientos
Los días de la semana
Los alimentos
Los animales
Los paisajes
Los colores
Los deportes
Prendas de vestir
Gramaticales:
Pronombres sujeto
Usos de los verbos estar, haber y tener para indicar la existencia o ubicación de los establecimientos de la ciudad
Artículos y contracciones
Numerales
Usos y morfología del Presente de Indicativo
Verbos reflexivos
Género y número de sustantivos y adjetivos
Operadores argumentativos de causa y consecuencia
Posición pronominal: pronombres reflexivos
Morfología del gerundio
Uso de las locuciones mientras que y en cambio
8th grade
Reading and Text Production
Related to the reading procedures, it will be observed if the student:
reads fluently, assigning meaning to the words and sentences;
identifies explicit information in the text;
infers an implicit information in the text;
identifies the elements that build a narrative: characters, space, narrator and plot;
explains the conflict generated from the plot;
infers meaning of a word or expression;
recognizes and analyzes the expressive value of linguistic resources and their role in the establishment of the style (repetitions, visual-graphic resources; use of punctuation; resumpture; lexical choices; expressive sound treatment; use of linguistics variants; adjective formation; apposition);
establishes relationship between the parts and elements of the text;
establishes relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
identifies the presence of elements that guarantee the cohesion and analysis of its semantic-logical value in the articulation; hierarchy and progression of ideas of the text (constitution of a semantic network; presence of pronouns; adverbs; conjunctions and synonyms);
identifies effects of humor in diverse texts;
establishes relation between diverse texts;
interprets based on the text;
interprets texts in comic books;
identifies kinds of reported speech and its marks and linguistic features;
recognizes, distinguishes and analyzes elements that constitutes the genre of the text (related to its content, compositional construction and style);
compares texts by the analyzes of: intertextual references; production context; discourse organization; genre and support characteristics; linguistic/register variation; lexical field; discursive dimension/pragmatic of language.
Related to the procedure of text production, it will be observed if the student:
uses cursive legible letters;
writes the words correctly, obeying the norms of the dialect;
adequately uses punctuation, obeying the different timbres (open/closed) and tonicity (stress pattern);
correctly uses punctuation at the end and interior of sentences and numbers;
adequately divides the text into periods and paragraphs;
adequately divides the text into periods and paragraphs;
uses basic noun and verb agreement mechanisms.
marks, in the text, the separation between the narrator’s discourse and the character’s speech, correctly using marks for this separation (reported speech verbs, colon, dash and quotation marks).
describes images;
maintains coherence in the attribution of title, theme continuity and the meaning of the text in general;
answers to the proposed genre, distinguishing its constituent elements (related to the content, compositional construction and style).
Mathematics
Related to problem resolution procedures, it will be observed if the student:
elaborates valid strategies to solve problems of different mathematical thinking structures;
elaborates an organized register to communicate all the steps of the problem resolution;
verifies the compatibility of the result found;
writes coherent final answers with the requested problem.
Related to the structure of the mathematical thinking, it will be observed if the student:
relates different representation of rational numbers: decimal, fraction, graphic and percentage
calculates the value of numerical expressions involving addition, subtraction, multiplication and division of positive rational numbers;
calculates the value of numerical expressions involving addition and subtraction of positive and negative rational numbers;
solves problems involving fractions and percentages;
identifies proportional relationships in a situation and use then in the resolution of a problem;
solves first degree equations.
English (only for Bilingual Program candidates)
The learner CAN…
Speak intelligibly, with limited but effective command of phonological features such as word stress, individual sounds and intonation;
Talk about familiar and slightly unfamiliar people, places, situations, as well as life experiences, emotions, special occasions and the future;
Give opinions;
Report statements, questions, commands and requests;
Talk about present and future imaginary conditions;
Listen to audio-visual materials and read longer texts for detailed comprehension, gist and global meaning, as well as speaker’s attitude and opinion;
Demonstrate the ability to infer meaning from context;
Identify and use different patterns to paraphrase very short sentences;
Analyse and plan for writing short communicative messages and opinion and narrative texts;
Write coherent and cohesive paragraphs and texts.
Topics
Life events
Personality
Emotions
Science
Technology
The environment
The news
Advertising
Arts and books
Discoveries and inventions
Jobs and professions
Lexical Structures
Related collocations and phrasal verbs
Chunks to describe large numbers
Verbs + dependent prepositions
Compound nouns
Make and do collocations -ed & -ing adjectives
Prepositional phrases with ‘at’ / ‘by’ / ‘in’ / ‘on’
Linkers: cause + effect / opinion / contrast
Grammar Structures
Verb tenses: present simple / continuous / perfect simple / perfect continuous
Narrative tenses: past simple and continuous / used to / past perfect simple
Pronouns: subject / object / adjective / reflexive
Defining and non-defining relative clauses
Future forms: will / going to / present continuous / present simple
Conditionals: zero / first / second
Reported speech
Passive Voice
Modal verbs: deduction / obligation / prohibition
Espanhol (somente para candidatos do Programa Bilíngue)
En cuanto a las habilidades lingüísticas, el candidato al 8° año debe:
Comprender frases y el vocabulario más habitual relacionado a datos personales, el lugar donde vive, familia y compras;
Utilizar expresiones y frases para describir de forma sencilla su entorno, rutina escolar y personal;
Leer y escribir textos breves y correos electrónicos de carácter personal;
Comunicarse en interacciones sociales breves y habituales que exijan intercambio de informaciones sencillo y directo sobre actividades y temas cotidianos
Funcionales y Comunicativos
Presentación personal
Oraciones sencillas en interacciones cotidianas de clase
Los saludos más usuales de acuerdo con el contexto comunicativo
Variantes de tratamiento
La rutina: estudio, deportes y actividades de tiempo libre
Instrucciones de una receta
Gustos y preferencias
Descripción del espacio público
Descripción de la vivenda
Contenidos Lexicales
Vocabulario relacionado al aula y a los útiles escolares
Países hispanohablantes y nacionalidades
Vocabulario relacionado a los medios de transporte y referencias al desplazamiento en una ciudad
El espacio público y establecimientos
Muebles, objetos y partes de una vivienda
Las horas y los días de la semana
Los alimentos
Los animales
Los colores
Los deportes
Descripción física y de personalidad
Estados de ánimo y sensaciones físicas
Partes del cuerpo
Gramaticales
Pronombres sujeto
Usos de los verbos estar, haber y tener para indicar la existencia o ubicación de los establecimientos de la ciudad
Numerales
Artículos y contracciones
Numerales
Usos y morfología del Presente de Indicativo
Verbos reflexivos
Género y número de sustantivos y adjetivos
Operadores argumentativos de causa, consecuencia y finalidad
Usos y morfología del Pretérito Perfecto
Posición pronominal: pronombres reflexivos
9th grade
Reading and Text Production
Related to the reading procedures, it will be observed if the student:
reads fluently, assigning meaning to the words and sentences;
identifies explicit information in the text;
infers an implicit information in the text;
identifies the elements that build a narrative: characters, space, narrator and plot;
explains the conflict generated from the plot;
infers meaning of a word or expression;
recognizes and analyzes the expressive value of linguistic resources and their role in the establishment of the style (repetitions, visual-graphic resources; use of punctuation; resumpture; lexical choices; expressive sound treatment; use of linguistics variants; adjective formation; apposition);
establishes relationship between the parts and elements of the text;
establishes relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
identifies the presence of elements that guarantee the cohesion and analysis of its semantic-logical value in the articulation; hierarchy and progression of ideas of the text (constitution of a semantic network; presence of pronouns; adverbs; conjunctions and synonyms);
identifies effects of humor in diverse texts;
distinguishes a fact from the opinion related to this fact;
establishes relation between diverse texts;
interprets based on the text;
interprets texts in comic books;
identifies kinds of reported speech and its marks and linguistic features;
analyzes transformations and other syntax operations, recognizing its expressive effect (inversions and dislocations; declarative, interrogative, exclamatory and imperative sentences; adverb by adverbial phrase; masculine/feminine; singular/plural);
recognizes the functional role and values (semantic and discursive) of the elements in the sentence structure (processes: states, events, actions; semantic roles: agent, patient, instrument, way, cause);
recognizes, distinguishes and analyzes elements that constitutes the genre of the text (related to its content, compositional construction and style);
compares texts by the analyzes of: intertextual references; production context; discourse organization; genre and support characteristics; linguistic/register variation; lexical field; discursive dimension/pragmatic of language.
Related to the procedure of text production, it will be observed if the student:
uses cursive legible letters;
writes the words correctly, obeying the norms of the dialect;
adequately uses punctuation, obeying the different timbres (open/closed) and tonicity (stress pattern);
correctly uses punctuation at the end and interior of sentences and numbers;
adequately uses the cohesion mechanisms through pronouns, adverbs, conjunctions and words of the same semantic field;
adequately divides the text into periods and paragraphs;
adequately divides the text into periods and paragraphs;
uses basic noun and verb agreement mechanisms.
marks, in the text, the separation between the narrator’s discourse and the character’s speech, correctly using marks for this separation (reported speech verbs, colon, dash and quotation marks).
describes images;
maintains coherence in the attribution of title, theme continuity and the meaning of the text in general;
answers to the proposed genre, distinguishing its constituent elements (related to the content, compositional construction and style).
adequately selects and relates informations, arguments and other persuasion procedures.
Mathematics
Related to problem resolution procedures, it will be observed if the student:
elaborates valid strategies to solve problems of different mathematical thinking structures;
elaborates an organized register to communicate all the steps of the problem resolution;
verifies the compatibility of the result found;
writes coherent final answers with the requested problem.
Related to the structure of the mathematical thinking, it will be observed if the student:
relates different representation of rational numbers: decimal, fraction, graphic and percentage
solves problems involving fractions and percentages;
calculates the value of numerical expressions involving addition, subtraction, multiplication and division of positive rational numbers;
calculates the value of powers with rational base and whole exponent;
identifies proportional relationships in a situation and use then in the resolution of a problem;
solves problems involving fractions and percentages;
uses algebraic resources to represent and solve a presented problem;
solves first degree equations.
English (only for Bilingual Program candidates)
The learner CAN…
Speak intelligibly, with limited but effective command of phonological features such as word stress, individual sounds and intonation;
Narrate an experience (personal or not) while logically sequencing actions and events, and express the feelings that this experience may have given rise to;
Summarize the events of an incident, while sticking to their chronological order;
Convey another person’s statement or question, either by paraphrasing what was said or verbatim, in order to back up a justification or explanation;
Present problems of either personal or wider social interest coherently by providing enough information about its causes and (potential) consequences;
Put forth an opinion or take a stance in relation to an incident or issue (i.e. expressing agreement or disagreement), and support it with logical and concisely expressed justification;
Suggest a solution to a problem and express arguments for that;
Infer meaning from context as well as writer’s/speaker’s attitude and opinion in audiovisual materials and longer texts;
Write short narratives, informal letters/e-mails and short essays.
Topics
Consumerism
Slogans and their targets
Regional idioms
Culture shock
Eating habits
Medicine and vaccines
Literal vs. figurative language.
Lexical Structures
Linkers of addition
Linkers of contrast
Goods and services
Sales and marketing
Seem, look and appear
So and neither
Likely to and expected to
Dwellings and furniture
Health conditions, symptoms and ailments
Unless, as long as and in case for conditionals
Wish and if only
Feel, have and be
Grammar Structures
Causative have
Relative pronouns
Prepositional relative clauses
Noun suffixes: -full, -ment, -ion, -ity, -er, -or, -hood, -ism, -ist, -ness
Noun prefixes: anti-, dis-, in-, co-, extra-, fore-, mis-, mono-, bi-
Adjective suffixes: -y, -less, -able, -ible, -ful, -ish
Indirect questions
Participle clauses
Espanhol (somente para candidatos do Programa Bilíngue)
En cuanto a las habilidades lingüísticas, el candidato al 9° año debe:
Comprender los principales aspectos de textos orales y escritos sobre temas conocidos, relacionados a estudios, intereses y rutina personal y reaccionar adecuadamente en esos contextos;
Producir textos orales y escritos coherentes sobre temas conocidos o de interés personal, tales como relato de planes y experiencias personales, descripción de acontecimientos, personas y lugares y expresión de opiniones y sentimientos;
Interactuar de forma espontánea y sencilla y mantener conversaciones sobre temas cotidianos
Funcionales y Comunicativos
Presentación personal y de personas del entorno
Interacciones cotidianas de clase
Los saludos más usuales de acuerdo con el contexto comunicativo
Variantes de tratamiento: registros formal e informal
Descripción de la rutina: estudio, deportes y actividades de tiempo libre
Expresión de gustos, preferencias y opiniones
Relato de experiencias personales y acontecimientos del pasado
Comparación de características de distintas épocas
Contenidos Lexicales
Espacio público y establecimientos
Las horas, los días de la semana y los meses
Estaciones del año y tiempo atmosférico
Viajes: alojamiento, actividades, atracciones, transporte
Estados de ánimo y sensaciones físicas
Ropas, calzados y complementos
Actividades de ócio
Gramaticales
Usos de los verbos estar, haber y tener para indicar la existencia o ubicación
Artículos y contracciones
Numerales
Morfología y usos del Presente de Indicativo
Morfología y usos de los pretéritos Perfecto, Imperfecto, Pluscuamperfecto e Indefinido del Indicativo
Verbos reflexivos y posición pronominal
Operadores argumentativos causales, consecutivos, finales, temporales, adversativos y concesivos
Conteúdo Programático - Ensino Médio
The diagnostic evaluations aim to see the stage of development of the student related to the content listed below.
1st grade - High School
Portuguese Language
Leitura:
Select adequate reading procedure.
Infer the meaning of a word or expression.
Find explicit information in a text.
Infer an implicit information in the text.
Establish relationships between the parts of a text, identifying repetitions and substitutions that contribute to its continuity.
Identify logical-discursive relationships presented in the text, marked by conjunctions, adverbs, etc.
Recognize the effect of the meaning from the use of punctuation, the choice of certain words and expressions, order of the information, etc.
Identify effects of irony or humor in diverse texts.
Relate the text with its production conditions: genre, circulation forms, objectives, etc.
Identify the theme of a text.
Identify the thesis of an argumentative text.
Establish a relationship between the thesis and the arguments offered to sustain it.
Distinguish a fact from the opinion related to this fact;
Recognize the different positions between two or more opinions related to the same fact or theme.
Interpret, in poems, effects produced by the use of sound resources (stanza, rhymes, alliterations, etc.) and semantic (figures of speech, for example).
Articulate the verbal language with other languages (photographs, illustrations, etc.).
Establish relationships between texts.
Text production:
Answer to the proposed genre, distinguishing its constituent elements (related to the content, compositional construction and style).
Keep to the proposed theme and develop it.
Adequately select and relate information and arguments.
Keep textual coherence, including in the attribution of a title.
Adequately divide the text into paragraphs and periods.
Adequately divide the text into paragraphs and periods.
Establish relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
Write the words correctly, obeying the norms of the dialect;
Adequately use punctuation: in the end and middle of sentences, to isolate apposition, vocative and anticipated adverbial adjunct.
Adequately use of noun and verb agreement mechanisms.
Mathematics
Numbers:
Solution of situation-problems involving one or more operations between real numbers.
Calculation and simplification of radical expressions.
Solution of problems involving direct quantities and inversely proportional.
Percentage calculation.
Notions of probability of simple event occurrence.
Notable products.
Factoring.
Equation resolution and first degree equation systems.
Resolution of situation-problems involving first degree equations.
Geometry and measurements:
Angular properties: addition of internal angles of a polygon, opposite angles by the vertex, supplementary and complementary.
Polygons: classification, properties, areas and perimeters.
Circumferences and circles; perimeters and area.
Similarities of triangles.
Units of measurements of different sizes: volume, mass, time, length and area.
Relationships between measures of expressive qualities because of: speed, density, etc.
Notions of statistics:
Reading, construction and interpretation of graphs of sectors, bars and segments.
Calculation and interpretation of average value of a group of data.
English
Reading:
Infer the meaning of a word or expression.
Identifying the main ideas and locating explicit information in a text.
Identifying the main ideas and locating explicit information in a text.
Infer an implicit information in the text.
Distinguish a fact from the opinion related to this fact;
Distinguishing a fact from the opinion related to this fact.
Interpreting information in visual and graphic elements.
Establishing cause and effect relationship between events of a text.
Identifying evidence of partiality and credibility of source.
Writing:
Keep to the proposed theme and develop it.
Produce narrative, expository or argumentative text, considering its themed content, textual organization and style.
Justify or defend their thesis or opinion, offering arguments to sustain it.
Keep textual coherence in the development of the text.
Correctly use of grammatical structures and vocabulary, including orthography.
Speaking:
Assuming a position and using evidence to defend it.
Presenting ways to solve a problem.
Explaining a sequence of processes or events.
Presenting hypothesis.
Comparing points of view.
2nd grade - High School
Portuguese Language
Reading:
Select adequate reading procedure.
Infer the meaning of a word or expression.
Find explicit information in a text.
Infer an implicit information in the text.
Establish relationships between the parts of a text, identifying repetitions and substitutions that contribute to its continuity.
Identify logical-discursive relationships presented in the text, marked by conjunctions, adverbs, etc.
Recognize the effect of the meaning from the use of punctuation, the choice of certain words and expressions, order of the information, etc.
Identify effects of irony or humor in diverse texts.
Relate the text with its production conditions: genre, circulation forms, objectives, etc.
Identify the theme of a text.
Identify the thesis of an argumentative text.
Establish a relationship between the thesis and the arguments offered to sustain it.
Distinguish a fact from the opinion related to this fact;
Recognize the different positions between two or more opinions related to the same fact or theme.
Interpret, in poems, effects produced by the use of sound resources (stanza, rhymes, alliterations, etc.) and semantic (figures of speech, for example).
Articulate the verbal language with other languages (photographs, illustrations, etc.).
Establish relationships between texts and artistic languages.
Text production:
Answer to the proposed genre, distinguishing its constituent elements (related to the content, compositional construction and style).
Keep to the proposed theme and develop it.
Adequately select and relate information and arguments.
Use expressive resources adequately and articularly, taking into account the effects of meaning intended.
Adequately divide the text into paragraphs and periods.
Adequately divide the text into paragraphs and periods.
Establish relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
Write the words correctly, obeying the norms of the dialect;
Adequately use punctuation: in the end and middle of sentences, to isolate apposition, vocative and anticipated adverbial adjunct.
Adequately use of noun and verb agreement mechanisms.
Specific content:
Language and speech.
Language variety.
Communication theory and language function.
Denotation/connotation.
Structure and word formation.
Phonology notions: phoneme. vowel, semivowel, digraph, etc.
Literary genres: epic, lyrical and dramatic.
Literary schools - production context, themes, expressive resources and exponents: Troubadourism, Humanism, Classicism, 16th Century.
Mathematics
Além do conteúdo programático para candidatos(as) ao 1° ano, os(as) candidatos(as) ao 2° ano devem saber:
Numbers and Functions:
First and second degree functions: graphs, roots and properties.
Resolution of situation- problems involving 1st and 2nd degree functions.
Functions defined by parts.
Exponential functions.
Logarithm: definition and properties.
Resolution of problems involving logarithmic functions and/or exponentials
Arithmetic and geometric progressions.
Simple and compound interest.
Geometry/Trigonometry:
Metric relation in rectangle triangles, Pythagorean theorem.
Trigonometry reasons in rectangle triangles.
Resolution of any triangles, sine and cosine law.
Inscription and constituency in regular polygons.
English
Reading Comprehension:
Infer the meaning of a word or expression.
Find explicit information in a text.
Infer an implicit information in the text.
Identify the theme of a text.
Writing:
Keep to the proposed theme and develop it.
Answer to the proposed genre, (textual organization and register).
Keep textual coherence in the development of the text.
Correctly use of grammatical structures and vocabulary, including orthography.
Use of English:
Verb Tenses:
Verbs and prepositions followed by gerund.
Phrasal Verbs.
Indefinite Pronouns.
Adjectives: Comparative and Superlative Forms.
Conditionals: First, Second and Third.
Reported Speech.
Prepositions.
Question Tags.
3rd grade - High School
Portuguese Language
Reading:
Select adequate reading procedure.
Infer the meaning of a word or expression.
Find explicit information in a text.
Infer an implicit information in the text.
Establish relationships between the parts of a text, identifying repetitions and substitutions that contribute to its continuity.
Identify logical-discursive relationships presented in the text, marked by conjunctions, adverbs, etc.
Recognize the effect of the meaning from the use of punctuation, the choice of certain words and expressions, order of the information, etc.
Identify effects of irony or humor in diverse texts.
Relate the text with its production conditions: genre, circulation forms, objectives, etc.
Identify the theme of a text.
Identify the thesis of an argumentative text.
Establish a relationship between the thesis and the arguments offered to sustain it.
Distinguish a fact from the opinion related to this fact;
Recognize the different positions between two or more opinions related to the same fact or theme.
Interpret, in poems, effects produced by the use of sound resources (stanza, rhymes, alliterations, etc.) and semantic (figures of speech, for example).
Articulate the verbal language with other languages (photographs, illustrations, etc.).
Establish relationships between texts and artistic languages.
Text production:
Answer to the proposed genre, distinguishing its constituent elements (related to the content, compositional construction and style).
Keep to the proposed theme and develop it.
Adequately select and relate information and arguments.
Use expressive resources adequately and articularly, taking into account the effects of meaning intended.
Adequately divide the text into paragraphs and periods.
Adequately divide the text into paragraphs and periods.
Establish relationship between the parts of the text, identifying repetitions and substitutions that contribute to the continuity of a text;
Write the words correctly, obeying the norms of the dialect;
Adequately use punctuation: in the end and middle of sentences, to isolate apposition, vocative and anticipated adverbial adjunct.
Adequately use of noun and verb agreement mechanisms.
Specific content:
Language and speech.
Language variety.
Communication theory and language function.
Classes de palavras: identificação, flexão e emprego.
Literary genres: epic, lyrical and dramatic.
Literary schools - production context, themes, expressive resources and exponents: Baroque, Arcadeism, Romanticism, Realism and Naturalism.
Mathematics
Além dos conteúdos programáticos para candidatos(as) ao 1° e ao 2° ano, os(as) candidatos(as) ao 3° ano devem saber:
Numbers and Functions:
Logarithmic function: definition, properties, graphs, equation e inequalities.
Resolution of problems involving logarithmic functions and/or exponentials
Geometry/Trigonometry:
Measurement of arches and angles, trigonometric circumference.
Trigonometric functions: sine, cosine and tangent.
Equations with sine, cosine and tangent.
Relative position between lines, lines and planes, planes.
Main polyhedron: prisms and pyramids.
Square bodies: cylinders and cones.
Notable points of a triangle.
Treatment of information
Probabilities: simple. conditional and binomial.
Combinatory analysis: grouping cases.
Pascal’s triangle and Newton's binomial.
Construction, reading and interpretation of data represented in tables and/or statistical graphs.
Calculation and interpretation of the mean, median and mode in a group of discrete values
Calculation and interpretation of dispersion measures: variance and standard deviation.
English
Reading Comprehension:
Infer the meaning of a word or expression.
Find explicit information in a text.
Infer an implicit information in the text.
Identify the theme of a text.
Writing:
Keep to the proposed theme and develop it.
Answer to the proposed genre, (textual organization and register).
Keep textual coherence in the development of the text.
Correctly use of grammatical structures and vocabulary, including orthography.
Use of English:
Verb Tenses:
Verbs and prepositions followed by gerund.
Phrasal Verbs.
Indefinite Pronouns.
Adjectives: Comparative and Superlative Forms.
Conditionals: First, Second and Third.
Reported Speech.
Prepositions.
Question Tags.
Quais são as etapas e os documentos necessários para a matrícula?
O processo de matrícula ocorre em dois tempos:
Reserva de Vaga - Pagamento, no prazo de 3 dias úteis, de taxa que compõe a anuidade e garante a vaga do(a)
estudante após convocação pela equipe de Ingresso.
Matrícula - Será efetivada de forma 100% digital, por meio da Área Exclusiva para famílias Móbile, após confirmação da reserva de vaga. No processo, que deve ser realizado em até 4 dias, solicitamos os seguintes documentos:
Baixe aqui o PDF com a lista detalhada dos documentos para facilitar sua organização.
Precisa de ajuda?
Entre em contato com a nossa equipe de ingresso
