Questões de Concursos Interpretação de texto Reading comprehension

Text 19A4-I

It is a universal fact that cinema is a visual medium. Films have the power to overwhelm our senses as well as our minds, subjecting us to a variety of experiences that can range from the sublime to the devastating. Colours play a crucial role in this interesting phenomenon, forming an integral part of the composition of each frame and dictating how the viewer perceives the spectacle on the screen. Apart from the cinematic medium, colours have always been a part of our experience and how we make sense of the vastly nuanced world around us. Although science has definitively explained what colours are in terms of light, they have always mystified artists and philosophers like Arthur Schopenhauer and Ludwig Wittgenstein, who tried to understand their importance in anthropological frameworks.

More notably, the famous German poet and artist Johann Wolfgang von Goethe published a seminal exploration of colours in his 1810 work Theory of Colours. In it, he examined how each colour corresponds to various psychological states in the minds of human beings. He wrote, “Light and darkness, brightness and obscurity, or if a more general expression is preferred, light and its absence, are necessary to the production of colour… Colour itself is a degree of darkness.” Goethe’s theories might seem baselessly romantic in the 21st century but the underlying ideas have been implemented by filmmakers and cinematographers to curate the voyeuristic experiences of their audiences. Famed cinematographer Vittorio Storaro has based his artistic vision on Goethe’s work, insisting that colours do have a direct connection to the mind of the viewer.

Internet: <https://faroutmagazine.co.uk> (adapted).

Text I

The BNCC and Twenty-First Century Skills

The most ambitious feature of the BNCC, which only appeared in the document’s third version, was to establish ten core competencies that all students should develop throughout basic education, starting in early childhood. These competencies include lifelong learning, critical thinking, aesthetic sensibilities, communication skills, digital literacy, entrepreneurship, self-care, empathy, citizenship and ethics. The core competencies broaden the goals of basic education well-beyond academic skills to twenty-first century skills widely regarded as essential to preparing the next generations for the challenges of the 4th industrial revolution.

As ambitious as it was, the BNCC was criticized for the lack of explicit links between the ten core competencies and the subject specific competencies and skills, leaving cities and states with the responsibility of making these links themselves. In addition to this, the core competencies are not generally integrated into teacher training programs and are often de-prioritized for the more basic literacy and numeracy needs. In this context, the Ministry of Education and its partners in the third sector have developed orientations, produced videos and online courses aimed at filling this gap, and helped cities and states integrate the ten core competencies in their curricula.

[…]

Ensuring all Brazilian students master the ten core competencies laid out by the BNCC by the end of high school is a long-term, extremely ambitious goal. Before we can set a timeframe for when we will be able to achieve this feat, we need to know where we stand. Due to the core competencies’ complexity, each involves several skills, attitudes and sometimes values, it is unclear whether we will be capable of measuring all ten of them and by when. Until then we are in the company of the OECD, which is already tackling this challenge and will likely pave the way for Brazil in this respect

Note: BNCC: Base Nacional Comum Curricular;

OECD: The Organization for Economic Cooperation and Development.

Adapted from https://link.springer.com/chapter/10.1007/978-3-030-41882-3_2

Text 4

Hope is the thing with feathers

(Emily Dickinson 1830 –1886)

Hope is the thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all,

And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm.

I've heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.

* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>

Text CB1A7

Whenever a global economic transformation takes place, a single city usually drives it forward. Ghent, in modern-day Belgium, was at the core of the burgeoning global wool trade in the 13th century. The first initial public offering took place in Amsterdam in 1602. London was the financial centre of the first wave of globalisation during the 19th century. Today the city is San Francisco.

California’s commercial capital has no serious rival in generative artificial intelligence (AI), a breakthrough technology that has caused a bull market in American stocks and which, many economists hope, will power a global productivity surge. Almost all big AI start-up companies are based in the Bay Area, which comprises the city of San Francisco and Silicon Valley (largely based in Santa Clara county, to the south). OpenAI is there, of course; so are Anthropic, Databricks and Scale AI. Tech giants, including Meta and Microsoft, are also spending big on AI in San Francisco. According to Brookings Metro, a think tank, last year San Francisco accounted for close to a tenth of generative AI job postings in America, more than any other city of the country. New York, with four times as many residents, was second.

Internet: <www.economist.com> (adapted).

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The Two Goats

Two Goats, frisking gayly on the rocky steeps of a mountain valley, chanced to meet, one on each side of a deep chasm through which poured a mighty mountain torrent. The trunk of a fallen tree formed the only means of crossing the chasm, and on this not even two squirrels could have passed each other in safety. The narrow path would have made the bravest tremble. Not so our Goats. Their pride would not permit either to stand aside for the other.

One set her foot on the log. The other did likewise. In the middle they met horn to horn. Neither would give way, and so they both fell, to be swept away by the roaring torrent below.

Library of Congress. The Aesop for children. Library of Congress, 2024. Disponível em: https://read.gov/aesop/013.html. Acesso em: 12 jul. 2024.

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Text III

Causes and Effects of Climate Change

Glaciers are melting, sea levels are rising, cloud forests are dying, and wildlife is scrambling to keep pace. lt has become clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modem tives. Called greenhouse gases, their leveis are higher now than at any time in the last 800,000 years.

We often call the result global warming, but it is causing a set of changes to the Earth's climate, or long-term weather patterns, that varies from place to place. While many people think of global warming and climate change as synonyms, scientists use "climate change" when describing the complex shífts now affecting our planet's weather and climate systems - in part because some areas actually get cooler in the short term.

Climate change encampasses not only rising average temperatures but also extreme weather events, shifting wildlife populations and habitats, rising seas, and a range of other impacts. Ali of those changes are emerging as humans continue to add heat-trapping greenhouse gases to the atmosphere, changing the rhythms of climate that ali living things have come to rely on.

What will we do - what can we do - to slow this humancaused warming? How will we cape with the changes we ___ into motion? While we struggle to figure it ali out, the fate of the Earth as we know it - coasts, forests, farms, and snow-capped mountains - hangs in the balance.

By Christina Nunez Adapted from

https://www.nationalgeographic.com/environment/article/global-warming-overview