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Questões de Concursos Interpretação de texto Reading comprehension

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1201Q1023397 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de São José dos Campos SP, FGV, 2023

Texto associado.
Read Text I and answer the question that follow it:


Text I

Multimodality in the English language classroom:
A systematic review of literature


Literacy in the 21st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts.

Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom.

Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, andsequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience.

Adapted from https://www.sciencedirect.com/science
/article/abs/pii/S0898589822000365
The figure of speech that the excerpt “by weaving together a series of knowledge representations into a cohesive tapestry” (3rd paragraph) offers is a(n):
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1202Q1024936 | Inglês, Interpretação de Texto Reading Comprehension, QM 2020, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text and answer question.


As one of the oldest and most influential foreign language pedagogical journals, The Modern Language Journal (MLJ) offers valuable insights into how technological advances have affected language teaching and learning at various points in history. The present article will review the proposed pedagogical use of technological resources by means of a critical analysis of articles published in the MLJ since its first edition in 1916. The assessment of how previous technical capabilities have been implemented for pedagogical purposes represents a necessary background for the assessment of the pedagogical potential of present-day technologies. In this article I argue that, whereas most “new technologies” (radio, television, VCR, computers) may have been revolutionary in the overall context of human interaction, it is not clear that they have achieved equal degrees of pedagogical benefit in the realm of second language teaching. I further claim that the pedagogical effectiveness of different technologies is related to four major questions: (a) Is increased technological sophistication correlated to increased pedagogical effectiveness? (b) Which technical attributes specific to newtechnologies can be profitably exploited for pedagogical purposes? (c) How can new technologies be successfully integrated into the curriculum? and (d) Do new technologies provide for an efficient use of human and material resources?


(Salaberry, M. Researchgate.net. Adaptado)
Entre as pistas gráficas presentes no texto está o uso de aspas na expressão “new technologies”. Esse uso pretende
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1203Q1024941 | Inglês, Interpretação de Texto Reading Comprehension, QM 2020, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question.


Our world is changing rapidly and so are the needs and wants of our learners. Mobile phones and social media have become staples in students’ daily lives. Many work from home and value flexibility in when and where they learn. English has become an essential tool for international communication, and so have many transferable skills that are crucial to our learners’ employability in a landscape where new jobs and tasks are constantly being created.

It can be tricky to define ‘innovation’ and often, when we talk about innovations, it is easy to only focus on technological innovations. However, innovations go beyond technological advancements. In the world of English language teaching (ELT), innovation introduces new and original elements in methodology, design, content, and, of course, in technology. However innovative, technology shouldn’t be used for the sake of using the latest technology because innovation is about addressing and solving current challenges and offering fresh solutions. It is about adapting to changing needs and contexts and enhancing learning outcomes. It is about reimagining old ways of teaching and learning and attempting new pedagogies. In other words, innovation is about moving forward with the way we do things because it can make things more effective and more efficient for the educator and the learner.


(https://www.britishcouncil.org/voices-magazine/2024)
According to the authors, the reason for not using the latest technology with the sole objective of using it is that
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1204Q1023665 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Cachoeiro de Itapemirim ES, CESPE CEBRASPE, 2024

Texto associado.

The Indian education sector has undergone a significant transformation in recent years, owing to the implementation of innovative technologies and solutions. According to a recent report, the e-learning market in India is estimated to have reached $ 1.96 billion in 2021, up from $ 247 million in 2016. The growth in popularity of mobile learning platforms among students has led to this expansion.


Mobile learning platforms are expected to play a significant role in the growth of the online education market in India. A report by a consultancy company projected that the online education market in India would reach $ 1.96 billion by 2021. Educational apps have seen tremendous success by offering interactive video lessons, quizzes, and personalized learning plans to help students succeed academically.


Personalized learning, tailoring teaching and learning to students’ needs, is also an important trend in the Indian education sector. In addition to technology, the Indian education sector has also witnessed the emergence of new pedagogical approaches such as experiential learning, project-based learning, and collaborative learning. These approaches focus on providing students with hands-on, practical learning experiences that prepare them for the real world.


With the continued adoption of these technologies and approaches, the future of education in India looks bright, offering students new opportunities to learn and grow.


Internet: <https://varthana.com/school> (adapted).


Based on the preceding text, judge the following item.

Based on the text, it is correct to affirm that online education has proven to be an expanding market in India.

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  2. ✂️

1205Q1086656 | Inglês, Interpretação de Texto Reading Comprehension, Analista de Negócios, TJ RJ, CESPE CEBRASPE, 2021

Texto associado.

Text 9A3-I


If you were to judge 2018’s most important legal technology by looking at conference agendas and media coverage, you’d probably say it was the continuing development of artificial intelligence. But if you judge the most important technology by its direct impact on the practice of law, then it would have to be analytics. As I suggested in a recent column, we could be nearing the point where it would be malpractice for a lawyer not to use analytics.


Internet: <lawsitesblog.com> (adapted).


The author of text 9A3-I mentions conference agendas and media coverage in order to
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1206Q1024971 | Inglês, Interpretação de Texto Reading Comprehension, QM 2019, SEDUC SP, VUNESP, 2025

Texto associado.

Read the text by Brown to answer question.

The question of whether or not to distinguish between native and nonnative speakers in the teaching profession has grown into a common and productive topic of research in the last decade. For many decades the English language teaching profession assumed that native English-speaking teachers, by virtue of their superior model of oral production, comprised the ideal English language teacher. Then, Medgyes (1994), among others, showed in his research that nonnative English speaking teachers offered as many if not more inherent advantages. Other authors concur by noting not only that multiple varieties of English are now considered legitimate and acceptable, but also that teachers who have actually gone through the process of learning English possess distinct advantages over native speakers.


As we move into a new paradigm in which the concepts of native and nonnative “speaker” become less relevant, it is perhaps more appropriate to think in terms of the proficiency level of a user of a language. Speaking is one of four skills and may not deserve in all contexts to be elevated to the sole criterion for proficiency. So, the profession is better served by considering a person’s communicative proficiency across the four skills. Teachers of any language, regardless of their own variety of English, can then be judged accordingly, and in turn, their pedagogical training and experience can occupy focal attention.


(Brown, 2006. Adaptado)

A teacher decides to use this text with a second language group of students. In one of the activities, students mention the main ideas contained in the text. To arrive at the information, students used the reading strategy named
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1207Q1024973 | Inglês, Interpretação de Texto Reading Comprehension, QM 2019, SEDUC SP, VUNESP, 2025

Texto associado.
Brown (2006) mentions that language, culture, and context are very influential in effective communication. Read the account by a foreigner of his experience in another country to answer question.

At first, things in the cities look pretty much alike. There are taxis, hotels with hot and cold running water, theaters, neon lights, even tall buildings with elevators and a few people who can speak English. But pretty soon the American discovers that underneath the familiar...exterior there are vast differences. When someone says “yes” it often doesn’t mean yes at all, and when people smile it doesn’t always mean they are pleased. When the American visitor makes a helpful gesture, he may be rebuffed, when he tries to be friendly nothing happens. People tell him that they will do things and don’t. The longer he stays, the more enigmatic the new country looks.
The fragment “and when people smile it doesn’t always mean they are pleased” shows that
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1208Q1023696 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Maripá PR, OBJETIVA, 2024

Texto associado.

Crazy Horse

Crazy Horse (Tasunke Witko, 1840-1877) was an Oglala Lakota Sioux warrior and warband leader considered among the greatest defenders of Sioux lands against the forces of the US government in the 19th century. He is one of the most famous Native American figures in history and among the Sioux's most honored heroes. Although he is often referred to as a "chief", Crazy Horse was actually a "Shirt Wearer" – a kind of "subchief" – who carried out the decisions of the council and also served as a war chief of a given band of warriors. Even so, Crazy Horse inspired such devotion in his followers that he was regarded as a "chief" and is referenced as such by others.


His name, Tasunke Witko (Crazy Horse), is accurately translated as "His Crazy Horse" or "His Horse is Crazy" and was his father's and grandfather's name, seemingly referencing a horse that behaved erratically. According to Black Elk, however, the name correlated to Crazy Horse's famous vision in which he saw his horse dancing as though "made only of shadow" in a strange or "crazy" way.


Crazy Horse dedicated himself to opposing the US military as early as 1854 following the Grattan Fight (Grattan Massacre) and the subsequent massacre of Little Thunder's camp in 1855 by Colonel William S. Harney. He continued his resistance over the next eleven years and was named a "Shirt Wearer" in 1865. He fought in the Battle of Plate River Bridge (1865), Red Cloud's War (1866-1868), the Battle of the Rosebud (1876), and the Battle of the Little Bighorn (1876). His last full-scale engagement with US forces was the Battle of Wolf Mountain in January 1877.


World History Encyclopedia. Adaptation.

Regarding the text, mark “T” for True, “F” for false, and then mark the item with the CORRECT sequence.

( ) Crazy Horse is a famous Native American figure in history, especially for the Sioux. ( ) Tasunke Witko inspired many people and earned their devotion through his heroic deeds. ( ) He was named by Black Elk after he had a vision about Crazy Horse.
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1209Q1024209 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, Prefeitura de Maracajá SC, Unesc, 2025

Text structure and organization are fundamental aspects of reading comprehension in English. Analyze the statements below and mark them as true (V) or false (F).

(__)The introduction of a text always includes the main argument, providing detailed examples and conclusions.
(__)Transitional words like "however" and "therefore" help maintain logical flow and coherence in a text.
(__)A narrative text follows a rigid structure of thesis, argumentation, and conclusion.
(__)Topic sentences introduce the main idea of a paragraph and help organize the text's structure.

The correct sequence is:
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1210Q1022677 | Inglês, Interpretação de Texto Reading Comprehension, Subárea Gestão Ambiental, EMBRAPA, CESPE CEBRASPE, 2025

Texto associado.

In the 20th century, we made tremendous advances in discovering fundamental principles in different scientific disciplines that created major breakthroughs in management and technology for agricultural systems, mostly by empirical means. However, as we enter the 21st century, agricultural research has more difficult and complex problems to solve.


The environmental consciousness of the general public is requiring us to modify farm management to protect water, air, and soil quality, while staying economically profitable. At the same time, market-based global competition in agricultural products is challenging economic viability of the traditional agricultural systems, and requires the development of new and dynamic production systems. Fortunately, the new electronic technologies can provide us a vast amount of real-time information about crop conditions and near-term weather via remote sensing by satellites or ground-based instruments and the Internet, that can be utilized to develop a whole new level of management. However, we need the means to capture and make sense of this vast amount of site-specific data.


Our customers, the agricultural producers, are asking for a quicker transfer of research results in an integrated usable form for site-specific management. Such a request can only be met with system models, because system models are indeed the integration and quantification of current knowledge based on fundamental principles and laws. Models enhance understanding of data taken under certain conditions and help extrapolate their applications to other conditions and locations.


Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to

Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell

(eds.) Agricultural system models in field research and technology transfer.

Boca Raton, CRC Press LLC, 2002 (adapted).

Considering the text presented above, judge the following item.

From the last paragraph, it is correct to infer that, with the use of models, information gathered in a specific context can be of use and interest to farming communities somewhere else.

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1211Q1024476 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Iporã do Oeste SC, AMEOSC, 2024

Read the scenario and answer the question:
A teacher is designing a lesson plan to improve students' reading comprehension skills. She decides to use a variety of texts, including fiction, non-fiction, and poetry, to expose students to different genres. The lesson plan includes pre-reading activities to activate priorknowledge, guided reading sessions with targeted questions, and post-reading discussions to deepen understanding. Additionally, the teacher incorporates graphic organizers to help students identify main ideas and supporting details.
Which teaching strategy is the teacher primarily using to enhance reading comprehension?
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1212Q1024988 | Inglês, Interpretação de Texto Reading Comprehension, Enfermeiro, USP, FUVEST, 2025

Texto associado.
Leveraging Student Interests to Teach Critical Analysis


Critical analysis often feels burdensome to students—an exercise in sorting hazy ideas with no clear payoff. Yet, when learners glimpse something of value—a “gem” amid the clutter—the process becomes not just manageable but invigorating. By tapping into topics they already care about, we can model the habits of mind involved in deep thinking before guiding students into unfamiliar territory. In this way, what begins as an exploration of personal passion becomes a transferable skill for any subject.

First, invite students to choose a subject that genuinely interests them—whether it’s dissecting the social commentary in a favorite song or debating the ethics of a beloved athlete’s off-field behavior. Guide them through selecting an analytical angle, unpacking layers of meaning, and celebrating discoveries. As they experience critical analysis as an energizing process rather than a dry requirement, they build confidence in their own intellectual curiosity and learn to seek connections between ideas.

Next, when faced with assignments that initially seem remote—say, an art critique or a historical essay—provide a lens that resonates with each student’s strengths. A budding fiction writer, for example, can approach a painting as she would a story: considering character, narrative arc, and emotional impact. By framing unfamiliar topics through familiar mindsets, you grant students an entry point that makes critical analysis feel both relevant and compelling.

Once students have internalized the underlying process, encourage them to take the reins. Rather than asking, “What does this mean?” shift to, “What does this mean to me?” Students might analyze ecological themes in a novel from their passion for climate justice, or reinterpret a political speech through the lens of family heritage. These personal connections transform assignments from obligatory tasks into opportunities for authentic inquiry.

Ultimately, teaching critical analysis in this way moves learners from guided practice to independent exploration. By beginning with their interests, scaffolding new angles, and then inviting student-driven investigations, educators can help every learner—from the avid gamer to the reluctant essaywriter—carry these skills into diverse subjects. In doing so, critical analysis becomes not a chore but a doorway to richer understanding.


Edutopia, May, 1st, 2025
Assinale a alternativa que apresenta, resumidamente, o sentido geral do texto.
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1213Q1021925 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de São João Nepomuceno MG, Consulplan, 2024

Texto associado.
Conclusions and Recommendations


Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and considering the results of the surveys conducted with universities and teachers in both states, some conclusions and recommendations could be drawn.

Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.

Another important consideration is the link between initial training for English teachers and how it interacts with the routines and challenges of the classroom. There is room for improvement when considering the mismatch between the programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and communication between State Education Departments and the teacher training programs at universities.

Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully prepared to be teachers and face all the challenges of a classroom.

Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their contracts.

The surveys with teachers demonstrated that many have never participated in a professional development session specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues and areas that English teachers identify as most critical.

Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso, there is already a movement to increase the importance of the discipline.

While Minas Gerais has developed a few specific training courses for English teachers focused on improving their pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in English.

In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State Education Departments.


(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
Read the statements.

I. One of the aspects that impair the implementation of the new educational guidelines mentioned in the text is student’s lack of sufficient language exposure, which may lead to lower English proficiency.

II. The mismatch between the initial training of English teachers in universities and the pedagogical practices required in schools is not considered to be a key factor that jeopardizes students’ English proficiency.

III. It is clear in the text that teachers who have not fully developed English proficiency during their initial training courses may face challenges when it comes to pedagogical practices in the classroom.

IV. Students’ different levels of English proficiency is a crucial factor that could inhibit speaking activities in the classroom.

Which statement is INCORRECT?
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1214Q1024998 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Águas de Lindóia SP, Avança SP, 2024

The Old Man and the Sea

Santiago is an old Cuban fisherman who has gone eighty-four days without catching a fish. His young apprentice, Manolin, is forbidden by his parents to fish with him anymore because they believe that Santiago is bringing bad luck. One day, Santiago sets out alone in his skiff to fish off the coast of Cuba. He casts his line and waits patiently for a bite.
After two days, Santiago finally feels a fish on his line. He struggles to land the fish, which is much larger than he is. The fish pulls the skiff far out to sea, and Santiago is forced to fight for two days and nights to land it.
Finally, Santiago lands the fish, but it is so large that he cannot bring it into the skiff. The fish dies, and Santiago ties it to the side of the skiff. He is exhausted, but he is also proud of his accomplishment.
That night, a school of sharks attacks the fish. Santiago fights them off with a harpoon, but they eventually eat most of the fish. By the time Santiago reaches shore, he is left with only the skeleton of the fish.
Manolin is waiting for Santiago when he arrives. He helps Santiago carry the skeleton of the fish to his shack. Santiago is disappointed, but he is also grateful for the experience. He knows that he has faced his greatest challenge and has emerged victorious.
Hemingway, Ernest. The Old Man and the Sea. Charles Scribner's Sons, 1952.

The story's narrative is told from Santiago's perspective, allowing readers to experience his thoughts, feelings, and motivations. What effect does this narrative technique have on the story?
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1215Q1079528 | Inglês, Interpretação de Texto Reading Comprehension, Aspirante da Polícia Militar, PM SP, VUNESP

Texto associado.

Leia o texto para responder à questão.

Violence Prevention Among Young People in Brazil

Crime and violence have increased dramatically in Brazil in recent decades, particularly in large urban areas, leading to more intense public debate on causes and solutions. The right to life is the most fundamental of all rights. Having security means living without fearing the risk of violation of one’s life, liberty, physical integrity or property. Security means not only to be free from actual risks, but also to be able to enjoy the feeling of security. In this respect, human rights are systematically undermined by violence and insecurity.

UNESCO expects to play a primary role in supporting actions of social inclusion to help in the prevention of violence, especially among young people. The attributes and resources to be found in the heart of the Organization’s different areas will be grouped around this objective.

Violence is seen as a violation of fundamental human rights, as a threat to the respect for the principles of liberty and equality. An approach focused on the access to quality education, to decent jobs, to cultural, sports and leisure activities, to digital inclusion and the protection and promotion of human rights and of the environment will be implemented as a response to the challenge of preventing violence among youths. Such approach should also help in creating real opportunities for young people to improve their life conditions and develop their citizenship.

(www.unesco.org. Adaptado)

The text presents the idea that the rise in crime and violence menaces
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1216Q1079530 | Inglês, Interpretação de Texto Reading Comprehension, Aspirante da Polícia Militar, PM SP, VUNESP

Texto associado.

Leia o texto para responder à questão.

Violence Prevention Among Young People in Brazil

Crime and violence have increased dramatically in Brazil in recent decades, particularly in large urban areas, leading to more intense public debate on causes and solutions. The right to life is the most fundamental of all rights. Having security means living without fearing the risk of violation of one’s life, liberty, physical integrity or property. Security means not only to be free from actual risks, but also to be able to enjoy the feeling of security. In this respect, human rights are systematically undermined by violence and insecurity.

UNESCO expects to play a primary role in supporting actions of social inclusion to help in the prevention of violence, especially among young people. The attributes and resources to be found in the heart of the Organization’s different areas will be grouped around this objective.

Violence is seen as a violation of fundamental human rights, as a threat to the respect for the principles of liberty and equality. An approach focused on the access to quality education, to decent jobs, to cultural, sports and leisure activities, to digital inclusion and the protection and promotion of human rights and of the environment will be implemented as a response to the challenge of preventing violence among youths. Such approach should also help in creating real opportunities for young people to improve their life conditions and develop their citizenship.

(www.unesco.org. Adaptado)

No trecho do primeiro parágrafo – Security means not only to be free from actual risks, but also to be able to enjoy the feeling of security. – a expressão not onlybut also indica
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1217Q1079531 | Inglês, Interpretação de Texto Reading Comprehension, Aspirante da Polícia Militar, PM SP, VUNESP

Texto associado.

Leia o texto para responder à questão.

Violence Prevention Among Young People in Brazil

Crime and violence have increased dramatically in Brazil in recent decades, particularly in large urban areas, leading to more intense public debate on causes and solutions. The right to life is the most fundamental of all rights. Having security means living without fearing the risk of violation of one’s life, liberty, physical integrity or property. Security means not only to be free from actual risks, but also to be able to enjoy the feeling of security. In this respect, human rights are systematically undermined by violence and insecurity.

UNESCO expects to play a primary role in supporting actions of social inclusion to help in the prevention of violence, especially among young people. The attributes and resources to be found in the heart of the Organization’s different areas will be grouped around this objective.

Violence is seen as a violation of fundamental human rights, as a threat to the respect for the principles of liberty and equality. An approach focused on the access to quality education, to decent jobs, to cultural, sports and leisure activities, to digital inclusion and the protection and promotion of human rights and of the environment will be implemented as a response to the challenge of preventing violence among youths. Such approach should also help in creating real opportunities for young people to improve their life conditions and develop their citizenship.

(www.unesco.org. Adaptado)

No segundo parágrafo this objective refere-se, no texto,
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1218Q1025004 | Inglês, Interpretação de Texto Reading Comprehension, Especialista em Cooperacao e Extensao Universitaria, USP, FUVEST, 2024

Texto associado.
Collaborative education programs can offer student recruitment opportunities, increase Indiana University’s visibility in other countries and with international institutions of higher education, and foster faculty research collaboration. Academic units at Indiana University (IU) may consider any of the following to diversify their international engagements.

Academic units may structure opportunities for students at international institutions of higher education to earn a degree at Indiana University.

Dual and joint degrees pose reputational risks to IU and, therefore, must be carefully considered. Such degrees are approved only with primary partners of IU or with leading peer institutions that have parallel strengths in a particular field of study. These programs involve a two-way flow of students, meaning that they are open to students from both IU and the partnering institution, and require substantial collaboration between faculty members. Joint degrees involve collaboration by an IU academic unit and a partner institution to offer a degree program that neither would have the resources to offer without combining expertise and instruction; upon completion of a joint degree program, both institutions' names appear on the diploma. Joint degrees are considered new degrees and must be approved by the Board of Trustees. Because of their complexity and the time commitment required for their development and approval, joint degrees are rarely considered by IU academic units.

Cooperative education programs, or facilitated transfer programs, are designed to make the transfer process easier for international students who are interested in earning a degree at Indiana University. A student's home institution, at its discretion, may accept the credits that the student earns at IU and confer a separate degree. These programs may be done with existing partners of IU or in affiliation with a nonpartner institution.


https://global.iu.edu/partnerships/types.html. Acesso em: 21/02/2024. Adaptado.
O texto menciona potenciais riscos de reputação associados aos programas de dupla titulação e titulação conjunta, levando a Universidade de Indiana a considerar
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1219Q1024493 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Bandeirante SC, AMEOSC, 2024

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Haussmann Architecture


Haussmann eliminated many of the city's mazelike streets and removed more than 12,000 medieval structures during this dark time when Paris was filthy, overcrowded and infested with disease. He redesigned the city with a network of wide, stately boulevards, built 40,000 new buildings and cleared space for Les Halles marketplace and the Palais Garnier (home of the Paris Opera Ballet). The namesake Boulevard Haussmann runs east to west through the 9th arrondissement, near Palais Garnier. He created other structures and public plazas while modernizing the town's sewers, fountains and viaducts as well.

But it was Paris' cavalcade of enchanting apartments and their uniform facades that ultimately transformed the streetscape, making way for a more cohesive, unified city and fulfilling Napoleon III's vision. Lining the city's graceful avenues, these refined Haussmann-style buildings shaped the magnificent town we know today while accounting for about 60% of Parisian architecture.

What are some characteristics of Haussmann architecture?

Although Haussmann-style structures can vary, they were designed to fit certain standards.

Buildings in this style were required to be between 12 and 20 meters (about 39 to 65 feet) high and consist of no more than six stories. Initially, stairs were the only means of reaching different floors. Elevators were added later.

Carriage entrances that connect to a courtyard were likely. These entrances allowed the nobility to enter with their horse-drawn carriages.

"Pièrre de taille"−−also known as ashlar or freestone−− was the material of choice. This stone has a light gray color and is cut or "dressed."

The ground floor of a Haussmann-style building usually accommodated shops, as did the first level, also referred to as the mezzanine. This level has lower ceilings than the upper floors.

The second floor was intended for the upper class and nobility; it's where wealthy Parisians lived. This level boasts the highest ceilings of all the floors−−usually at least 10.5 feet−−as well as a wrought iron wraparound balcony. This level also has the most ornate interior.

Ceiling heights are lower on the third and fourth levels, and the interior detailing is simpler.

The fifth floor was not meant for nobility but offered running balconies to visually balance the building's exterior.

The sixth floor or attic space was reserved for servants. Nowadays, since the highest floor of a Haussmann-styleapartment building promises sweeping views of the city's rooftops, these apartments are often in high demand.

Haussmannian architecture is marked by dormer windows and mansard roofs, which had to be angled at 45 degrees to allow the maximum amount of sunlight on the streets below.

Interiors of Haussmann buildings were as elegant as the exteriors. They typically featured herringbone and chevron parquet floors, elaborate plaster or wood moldings, large rooms with tall windows, built-in wardrobes and shelves, marble fireplaces, French doors and tomette terra-cotta tiles, on occasion.

Square footage varies in Haussmann-style apartments. Some flats offer one bedroom and bath, while others are sprawling family apartments with three or four bedrooms and several bathrooms.

The architectural heart and soul of Paris, Haussmann buildings can be found throughout much of the city. However, the greatest concentration is in the 8th, 9th, 10th, 14th, 15th, 16th, 17th, 18th, and 20th arrondissements.



https://www.mansionglobal.com/library/haussmann-architecture
How does the text describe the distribution of Haussmann buildings across Parisian arrondissements?
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1220Q1021679 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Educação Básica I, Prefeitura de Juquitiba SP, Avança SP, 2024

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Read the excerpt to answer questions 26 to 28.

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way - in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

― Charles Dickens

Which of the following elements is NOT part of the contrasting pairs mentioned in the quote?

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