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Questões de Concursos Instituto Ágata

Resolva questões de Instituto Ágata comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.


31Q1026205 | Raciocínio Lógico, Problemas Lógicos, Matemática, Prefeitura de Anajás PA, Instituto Ágata, 2024

Hamilton comprou uma quantidade de pacotes de figurinhas da Copa do Mundo, totalizando 240 figurinhas; e pretende distribui-las aos seus sobrinhos. No momento da divisão, 4 sobrinhos renunciaram às suas partes. Nesse caso, cada um dos outros recebeu 30 figurinhas a mais. Quantos sobrinhos Hamilton possui?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

32Q1024977 | Inglês, Voz Ativa e Passiva Passive And Active Voice, Professor de Língua Inglesa, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Texto associado.

Read text I to answer the question.

TEXT I


Teachers in the Movement: Pedagogy, Activism, and Freedom


In this year's Presidential Address, historian Derrick P. Alridge __________ his current research project, Teachers in the Movement: Pedagogy, Activism, and Freedom. The project builds on recent literature about teachers as activists be tween 1950 and 1980 and explores how and what secondary and postsecondary teachers taught. Focusing on teachers in Maryland, Virginia, North Carolina, South Carolina, and Georgia, the project investigates teachers' roles as agents of social change through teaching the ideals of freedom during the most significant social movement in the United States in the twentieth century. Drawing on oral history and archival research, the project plans to produce five hundred videotaped interviews that will generate extensive firsthand knowledge and fresh perspectives about teachers in the civil rights move ment. By examining teachers' pedagogical activism during this period of rapid social change, Alridge hopes to inspire and inform educators teaching in the midst of today's freedom and social justice movements.


(Disponível em: https://eric.ed.gov/?id=EJ1255911)

Choose the option that correctly presents a sentence in the active voice.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

33Q877104 | Matemática, Auxiliar de Serviços Gerais, Prefeitura de Anajás PA, Instituto Ágata, 2024

Uma grande máquina de uma indústria de produtos químicos opera em alta tensão elétrica, altas temperaturas e com substâncias corrosivas ao ser humano. Na figura a seguir, há algumas placas de sinalização que estão numeradas.
A partir das condições de operação, quais das placas acima deve-se encontrar na máquina?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

34Q1024979 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Texto associado.

Read text II to answer question:

TEXT II


"Schön’s work has restructured how professionals conceive their practice and how they go about learning from ex perience. At the very heart of Schön’s theory lies reflection in action; that is, professionals are supposed to learn, not just to reflect after the fact but amidst action. Indeed, this approach to learning and professional development has been a central cornerstone of the training and education of practitioners across many fields. Schön defines reflection as the ability of pro fessionals to examine their actions and decisions to understand and practice with effectiveness better. The theorist is based on two major types of reflection: reflection in action and reflection on action”.


(Adapted from : https://acadfundu.com/what-is-donald-schons-theory-of-reflective-practice/)

As regards Text II, analyse the assertions below:

I. Schön’s approach has been central exclusively to education field.

II. Schön defines reflection as the ability of professionals to critically examine their actions and decisions to improve their effectiveness in practice.

III. Schön’s work is based on how professionals learn from theory.

Choose the correct answer.

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

35Q1023718 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Anajás PA, Instituto Ágata, 2024

Texto associado.
Failed policies and false promises bedevil multilingualism in South Africa

Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...] In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a school. Where the language they choose is not available, parents can apply to the provincial education department to provide instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight the role of higher education in creating and promoting conditions for the development of historically marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military, because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...] Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
Mark the alternative that explains the use of the underlined words with -ing in the utterance: “The policy framework is also meant to highlight the role of higher education in creating and promoting conditions for the development of historically marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...]”.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

36Q1024983 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Texto associado.

Read text III to answer the following question.


TEXT III


Realities of Race, by Mike Peed


What’s the difference between an African-American and an American-African? From such a distinction springs a deep-seated discussion of race in Chimamanda Ngozi Adichie’s third novel, “Americanah.” Adichie, born in Nigeria but now living both in her homeland and in the United States, is an extraordinarily self-aware thinker and writer, possessing the abil ity to lambaste society without sneering or patronizing or polemicizing. For her, it seems no great feat to balance high literary intentions with broad social critique. “Americanah” examines blackness in America, Nigeria and Britain, but it’s also a steady-handed dissection of the universal human experience — a platitude made fresh by the accuracy of Adichie’s obser vations. […]


“Americanah” tells the story of a smart, strong-willed Nigerian woman named Ifemelu who, after she leaves Africa for America, endures several harrowing years of near destitution before graduating from college, starting a blog entitled “Raceteenth or Various Observations About American Blacks (Those Formerly Known as Negroes) by a Non-American Black” and winning a fellowship at Princeton (as Adichie once did; she has acknowledged that many of Ifemelu’s experiences are her own). Ever hovering in Ifemelu’s thoughts is her high school boyfriend, Obinze, an equally intelligent if gentler, more self-effacing Nigerian, who outstays his visa and takes illegal jobs in London. (When Obinze trips and falls to the ground, a co-worker shouts, “His knee is bad because he’s a knee-grow!”)


Ifemelu and Obinze represent a new kind of immigrant, “raised well fed and watered but mired in dissatisfaction.” They aren’t fleeing war or starvation but “the oppressive lethargy of choicelessness.” Where Obinze fails — soon enough, he is deported — Ifemelu thrives, in part because she seeks authenticity. […]


Early on, a horrific event leaves Ifemelu reeling, and years later, when she returns to Nigeria, she’s still haunted by it. Meantime, back in Lagos, Obinze has found wealth as a property developer. Though the book threatens to morph into a simple story of their reunion, it stretches into a scalding assessment of Nigeria, a country too proud to have patience for “Americanahs” — big shots who return from abroad to belittle their countrymen — and yet one that, sometimes unwitting ly, endorses foreign values. (Of the winter scenery in a school’s Christmas pageant, a parent asks, “Are they teaching chil dren that a Christmas is not a real Christmas unless snow falls like it does abroad?”)


“Americanah” is witheringly trenchant and hugely empathetic, both worldly and geographically precise, a novel that holds the discomfiting realities of our times fearlessly before us. It never feels false.


(Adapted from: https://www.nytimes.com/2013/06/09/books/review/americanah-by-chimamanda-ngozi-adichie.html)

In light of Mike’s review of the book Americanah, which statement best describes the plot?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

37Q1070401 | Filosofia, O que É a Filosofia, Agente Administrativo, Prefeitura de Medicilândia PA, Instituto Ágata, 2023

Texto associado.
A teoria do conhecimento, ou gnosiologia, é uma área da filosofia voltada para a compreensão da origem, natureza e a forma que tornam possível o ato de conhecer pelos seres humanos. Como disciplina da filosofia, a teoria do conhecimento surgiu na Idade Moderna, tendo como fundador o filósofo inglês John Locke.

Gnosiologia ou gnoseologia (do grego gnosis, "conhecimento", e logos, "discurso") está relacionada ao ato de conhecer, a partir da relação entre dois elementos: a) o SUJEITO - aquele que conhece (ser cognoscente) e o OBJETO - aquilo que pode ser conhecido (cognoscível). Partindo dessa relação, é possível conhecer algo e estabelecer formas distintas para o conhecimento, ou melhor, para a apreensão do objeto.

Formas de Conhecimento

Diversas são as possibilidades de compreender ou de explicar algum fenômeno. A própria Filosofia nasce da necessidade de buscar um modo diferente de compreender o mundo. As explicações dadas pelos mitos deixaram de ser suficientes e alguns homens buscaram uma forma mais segura e confiável, a Filosofia. Quando falamos sobre formas de conhecimento podemos falar de: mitologia, senso comum, filosofia, ciência e religião.

O saber filosófico se diferencia dos outros saberes por conta das especificidades de cada um deles. Por seu caráter lógico e racional, a filosofia afasta-se da mitologia e da religião por esses saberes estarem baseados na crença e não há provas ou demonstrações. Por seu caráter universal e sistemático, afasta-se do senso comum porque este trabalha baseado em experiências particulares. E, por não possuir um objeto de estudo específico como as ciências (por exemplo, a química, a física, a biologia, a sociologia, etc.), o saber filosófico possui uma forma específica em meio aos diversos tipos de conhecimento.

A filosofia se preocupa com a totalidade dos saberes e dentro desta totalidade está a teoria do conhecimento, chamada “Epistemologia”. Assim, a filosofia nasce do questionamento e da busca de uma forma lógico-racional para explicar a origem do mundo. Os primeiros filósofos questionaram as explicações fantasiosas dadas pelos mitos e buscaram alcançar um novo tipo de saber a partir de seu espírito crítico.

“De fato, os homens começaram a filosofar, agora como na origem, por causa da admiração, na medida em que, inicialmente, ficavam perplexos diante das dificuldades mais simples; em seguida, progredindo pouco a pouco, chegaram a enfrentar problemas sempre maiores.” (Aristóteles). Da admiração que nasce, nas palavras de Pitágoras, o "amor pelo conhecimento" (philo + sophia). A atitude filosófica consiste em olhar para o que há de mais comum e habitual como se fosse algo inédito a ser descoberto.

Sócrates ganhou o título de "pai da filosofia", mesmo não sendo o primeiro filósofo. Sistematizou a atitude filosófica como a busca por um conhecimento válido, seguro e universal capaz de agir com uma base teórica para novos saberes e da consciência filosófica.

E foi seu discípulo Platão que, ao longo de sua obra, buscou definir dois tipos de saberes distintos: a doxa ("opinião") e a episteme ("conhecimento verdadeiro"). E, a partir daí, ao falarmos de conhecimento, estamos direcionados às questões gerais relativas ao conhecimento verdadeiro, o conhecimento científico, a Epistemologia.


(ADAPTADO. Teoria do Conhecimento (Gnosiologia) - Toda Matéria (todamateria.com.br)
Está(ão) ligado(s)/ligada(s) à Gnosiologia:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

38Q1023587 | Inglês, Palavras Conectivas Connective Words, Professor de Língua Inglesa, Prefeitura de Medicilândia PA, Instituto Ágata, 2023

“Os conectivos (connectives, ou linking words), também conhecidos como palavras de transição (conjuctive adverbs / transitional adverbs), servem para estabelecer uma ligação entre conceitos, ideias ou palavras em uma mesma frase ou entre frases distintas. Estes termos são importantes para manter o que chamamos de coesão de um texto, isto é, quando as ideias transmitidas em frases e parágrafos estão interligadas e seguem uma lógica. É justamente por existir coesão em um texto que podemos dizer que ele ficou claro ou fácil de compreender.”

(Adaptado de: <https://www.infoescola.com/ingles/conectivos-connectives/>. Acesso em: 7 jun. 2023.)


Com base nas informações do texto, analise o diálogo a seguir:

Lisa: Why did you go to the store?

John: I went to the store so that could buy some beer.

Em relação ao conectivo “so that”, é CORRETO afirmar que:

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

39Q1073806 | Informática, Teclas de Atalho, Professor de Informática, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Um professor está aprendendo a utilizar o programa Microsoft Teams na versão web e deseja abrir a janela de Ajuda de Atalho de Teclado. Para isso, o professor deve utilizar o atalho:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

40Q1024984 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Texto associado.

Read text III to answer the following question.


TEXT III


Realities of Race, by Mike Peed


What’s the difference between an African-American and an American-African? From such a distinction springs a deep-seated discussion of race in Chimamanda Ngozi Adichie’s third novel, “Americanah.” Adichie, born in Nigeria but now living both in her homeland and in the United States, is an extraordinarily self-aware thinker and writer, possessing the abil ity to lambaste society without sneering or patronizing or polemicizing. For her, it seems no great feat to balance high literary intentions with broad social critique. “Americanah” examines blackness in America, Nigeria and Britain, but it’s also a steady-handed dissection of the universal human experience — a platitude made fresh by the accuracy of Adichie’s obser vations. […]


“Americanah” tells the story of a smart, strong-willed Nigerian woman named Ifemelu who, after she leaves Africa for America, endures several harrowing years of near destitution before graduating from college, starting a blog entitled “Raceteenth or Various Observations About American Blacks (Those Formerly Known as Negroes) by a Non-American Black” and winning a fellowship at Princeton (as Adichie once did; she has acknowledged that many of Ifemelu’s experiences are her own). Ever hovering in Ifemelu’s thoughts is her high school boyfriend, Obinze, an equally intelligent if gentler, more self-effacing Nigerian, who outstays his visa and takes illegal jobs in London. (When Obinze trips and falls to the ground, a co-worker shouts, “His knee is bad because he’s a knee-grow!”)


Ifemelu and Obinze represent a new kind of immigrant, “raised well fed and watered but mired in dissatisfaction.” They aren’t fleeing war or starvation but “the oppressive lethargy of choicelessness.” Where Obinze fails — soon enough, he is deported — Ifemelu thrives, in part because she seeks authenticity. […]


Early on, a horrific event leaves Ifemelu reeling, and years later, when she returns to Nigeria, she’s still haunted by it. Meantime, back in Lagos, Obinze has found wealth as a property developer. Though the book threatens to morph into a simple story of their reunion, it stretches into a scalding assessment of Nigeria, a country too proud to have patience for “Americanahs” — big shots who return from abroad to belittle their countrymen — and yet one that, sometimes unwitting ly, endorses foreign values. (Of the winter scenery in a school’s Christmas pageant, a parent asks, “Are they teaching chil dren that a Christmas is not a real Christmas unless snow falls like it does abroad?”)


“Americanah” is witheringly trenchant and hugely empathetic, both worldly and geographically precise, a novel that holds the discomfiting realities of our times fearlessly before us. It never feels false.


(Adapted from: https://www.nytimes.com/2013/06/09/books/review/americanah-by-chimamanda-ngozi-adichie.html)

According to Peed’s book review “Realities of Race” write true ( T ) or false ( F ) in the following sentences:

( ) Chimamanda Ngozi Adichie uses the distinction between “African-American” and “American-African” to promote a thorough discussion of racial issues in her work Americanah.

( ) The author is described as a highly self-aware thinker and writer, capable of criticizing society through disdain and ag gression.

( ) Adichie's book does not aim to make social critiques; instead, it focuses solely on literary analysis and the construction of a fictional narrative.

( ) Americanah examines “blackness” in the United States, Nigeria, and Great Britain, proposing a reflection on the univer sal human experience.

( ) The author successfully balances her literary intentions with a comprehensive social critique, making her observations about reality more relevant and accurate.

Mark the correct alternative.

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

41Q1023720 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Anajás PA, Instituto Ágata, 2024

Texto associado.
Failed policies and false promises bedevil multilingualism in South Africa

Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...] In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a school. Where the language they choose is not available, parents can apply to the provincial education department to provide instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight the role of higher education in creating and promoting conditions for the development of historically marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military, because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...] Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
According to the text “Failed policies and false promises bedevil multilingualism in South Africa” write true ( T ) or false ( F ) in the following sentences:
( ) One of the South African language policies guarantees that learners must choose their preferred language of learning on admission to a school, and if it is unavailable in the chosen school, they can apply to the provincial education department to provide instruction. ( ) South Africa is a multilingual country with twelve languages used among people, however, English is the only one necessary to be admitted to a school. ( ) South Africa is a multilingual country with eleven official languages, but language policies failed to promote their development all over the country. ( ) According to the Vice-Chancellor of the University of Cape Town (UCT), some researchers suggest that schools are not deciding on using indigenous African languages as languages of learning and teaching because of English influence. ( ) South African people do not have opportunities denied if they are fluent in six of the country’s languages and do not communicate and understand well in English.
Mark the correct alternative:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

42Q1073751 | Informática, Planilhas Eletrônicas, Técnico em Enfermagem, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Na planilha eletrônica do pacote LibreOffice, uma célula é definida pelas coordenadas de uma linha e de uma coluna. Sobre essas coordenadas, é correto afirmar que:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

43Q1024976 | Inglês, Vocabulário Vocabulary, Professor de Língua Inglesa, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Texto associado.

Read text I to answer the question.

TEXT I


Teachers in the Movement: Pedagogy, Activism, and Freedom


In this year's Presidential Address, historian Derrick P. Alridge __________ his current research project, Teachers in the Movement: Pedagogy, Activism, and Freedom. The project builds on recent literature about teachers as activists be tween 1950 and 1980 and explores how and what secondary and postsecondary teachers taught. Focusing on teachers in Maryland, Virginia, North Carolina, South Carolina, and Georgia, the project investigates teachers' roles as agents of social change through teaching the ideals of freedom during the most significant social movement in the United States in the twentieth century. Drawing on oral history and archival research, the project plans to produce five hundred videotaped interviews that will generate extensive firsthand knowledge and fresh perspectives about teachers in the civil rights move ment. By examining teachers' pedagogical activism during this period of rapid social change, Alridge hopes to inspire and inform educators teaching in the midst of today's freedom and social justice movements.


(Disponível em: https://eric.ed.gov/?id=EJ1255911)

To maintain the meaning of the text, the highlighted phrasal verb “Build on” can be replaced with
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

44Q1023588 | Inglês, Artigos Articles, Professor de Língua Inglesa, Prefeitura de Medicilândia PA, Instituto Ágata, 2023

“Articles are the words that determine aspects of the noun in terms of whether it is specific or general as well as its quantity."

(Adaptado de: <https://brasilescola.uol.com.br//>. Acesso em: 06 jun. 2023.)


Analise o texto a seguir e complete-o, considerando o uso dos artigos definidos e indefinidos:

“My sister went to the beach last month. She met _____ girl there who was born in Goiânia. When they went to _____ restaurant they notice that _____ place was amazing. There was ______ Picture of ______ Elephant.”

Assinale a alternativa que apresenta os artigos nas formas corretas para completar as lacunas:

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

45Q1026203 | Raciocínio Lógico, Sequências Lógicas de Números, Matemática, Prefeitura de Anajás PA, Instituto Ágata, 2024

Laura resolveu ler um livro que contém 960 páginas. O esquema de leitura organizado por Laura foi o seguinte:
• Ler 3 páginas no primeiro dia; • A partir do segundo dia, acrescentar mais 2 páginas a serem lidas em relação ao dia anterior. E assim sucessivamente.
Cumprindo o esquema organizado, Laura conseguirá concluir a leitura do livro em
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

46Q1024981 | Inglês, Adjetivos Adjectives, Professor de Língua Inglesa, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Texto associado.

Read text III to answer the following question.


TEXT III


Realities of Race, by Mike Peed


What’s the difference between an African-American and an American-African? From such a distinction springs a deep-seated discussion of race in Chimamanda Ngozi Adichie’s third novel, “Americanah.” Adichie, born in Nigeria but now living both in her homeland and in the United States, is an extraordinarily self-aware thinker and writer, possessing the abil ity to lambaste society without sneering or patronizing or polemicizing. For her, it seems no great feat to balance high literary intentions with broad social critique. “Americanah” examines blackness in America, Nigeria and Britain, but it’s also a steady-handed dissection of the universal human experience — a platitude made fresh by the accuracy of Adichie’s obser vations. […]


“Americanah” tells the story of a smart, strong-willed Nigerian woman named Ifemelu who, after she leaves Africa for America, endures several harrowing years of near destitution before graduating from college, starting a blog entitled “Raceteenth or Various Observations About American Blacks (Those Formerly Known as Negroes) by a Non-American Black” and winning a fellowship at Princeton (as Adichie once did; she has acknowledged that many of Ifemelu’s experiences are her own). Ever hovering in Ifemelu’s thoughts is her high school boyfriend, Obinze, an equally intelligent if gentler, more self-effacing Nigerian, who outstays his visa and takes illegal jobs in London. (When Obinze trips and falls to the ground, a co-worker shouts, “His knee is bad because he’s a knee-grow!”)


Ifemelu and Obinze represent a new kind of immigrant, “raised well fed and watered but mired in dissatisfaction.” They aren’t fleeing war or starvation but “the oppressive lethargy of choicelessness.” Where Obinze fails — soon enough, he is deported — Ifemelu thrives, in part because she seeks authenticity. […]


Early on, a horrific event leaves Ifemelu reeling, and years later, when she returns to Nigeria, she’s still haunted by it. Meantime, back in Lagos, Obinze has found wealth as a property developer. Though the book threatens to morph into a simple story of their reunion, it stretches into a scalding assessment of Nigeria, a country too proud to have patience for “Americanahs” — big shots who return from abroad to belittle their countrymen — and yet one that, sometimes unwitting ly, endorses foreign values. (Of the winter scenery in a school’s Christmas pageant, a parent asks, “Are they teaching chil dren that a Christmas is not a real Christmas unless snow falls like it does abroad?”)


“Americanah” is witheringly trenchant and hugely empathetic, both worldly and geographically precise, a novel that holds the discomfiting realities of our times fearlessly before us. It never feels false.


(Adapted from: https://www.nytimes.com/2013/06/09/books/review/americanah-by-chimamanda-ngozi-adichie.html)

Choose the alternative that adjective(s) and sentence best define(s) how characters are represented in Americanah’s re view:
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47Q1073805 | Informática, Inteligência Artificial e Automação, Professor de Informática, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Um professor deseja criar conteúdos personalizados para seus alunos utilizando IA generativa. Nesse caso, qual a opção de IA generativa de código aberto poderia ser utilizada pelo professor?
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48Q1024982 | Inglês, Vocabulário Vocabulary, Professor de Língua Inglesa, Prefeitura de Piçarra PA, Instituto Ágata, 2025

Texto associado.

Read text III to answer the following question.


TEXT III


Realities of Race, by Mike Peed


What’s the difference between an African-American and an American-African? From such a distinction springs a deep-seated discussion of race in Chimamanda Ngozi Adichie’s third novel, “Americanah.” Adichie, born in Nigeria but now living both in her homeland and in the United States, is an extraordinarily self-aware thinker and writer, possessing the abil ity to lambaste society without sneering or patronizing or polemicizing. For her, it seems no great feat to balance high literary intentions with broad social critique. “Americanah” examines blackness in America, Nigeria and Britain, but it’s also a steady-handed dissection of the universal human experience — a platitude made fresh by the accuracy of Adichie’s obser vations. […]


“Americanah” tells the story of a smart, strong-willed Nigerian woman named Ifemelu who, after she leaves Africa for America, endures several harrowing years of near destitution before graduating from college, starting a blog entitled “Raceteenth or Various Observations About American Blacks (Those Formerly Known as Negroes) by a Non-American Black” and winning a fellowship at Princeton (as Adichie once did; she has acknowledged that many of Ifemelu’s experiences are her own). Ever hovering in Ifemelu’s thoughts is her high school boyfriend, Obinze, an equally intelligent if gentler, more self-effacing Nigerian, who outstays his visa and takes illegal jobs in London. (When Obinze trips and falls to the ground, a co-worker shouts, “His knee is bad because he’s a knee-grow!”)


Ifemelu and Obinze represent a new kind of immigrant, “raised well fed and watered but mired in dissatisfaction.” They aren’t fleeing war or starvation but “the oppressive lethargy of choicelessness.” Where Obinze fails — soon enough, he is deported — Ifemelu thrives, in part because she seeks authenticity. […]


Early on, a horrific event leaves Ifemelu reeling, and years later, when she returns to Nigeria, she’s still haunted by it. Meantime, back in Lagos, Obinze has found wealth as a property developer. Though the book threatens to morph into a simple story of their reunion, it stretches into a scalding assessment of Nigeria, a country too proud to have patience for “Americanahs” — big shots who return from abroad to belittle their countrymen — and yet one that, sometimes unwitting ly, endorses foreign values. (Of the winter scenery in a school’s Christmas pageant, a parent asks, “Are they teaching chil dren that a Christmas is not a real Christmas unless snow falls like it does abroad?”)


“Americanah” is witheringly trenchant and hugely empathetic, both worldly and geographically precise, a novel that holds the discomfiting realities of our times fearlessly before us. It never feels false.


(Adapted from: https://www.nytimes.com/2013/06/09/books/review/americanah-by-chimamanda-ngozi-adichie.html)

Based on the excerpt from the 3rd paragraph: “They aren’t fleeing war or starvation but ‘the oppressive lethargy of choice lessness’", it is correct to say that a synonym for “lethargy” is:
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49Q1023722 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Anajás PA, Instituto Ágata, 2024

Look at some of the song’s verses Return to Sender, by Elvis Presley, and mark the alternative that presents the verb in the infinitive and its respective forms in the past and the participle of the underlined verb.
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50Q1026204 | Raciocínio Lógico, Diagramas de Venn Conjuntos, Matemática, Prefeitura de Anajás PA, Instituto Ágata, 2024

O triângulo equilátero ABC de lado 6cm tem um de seus vértices (B) distante 2 cm de um eixo perpendicular ao plano β de uma mesa, conforme mostra a figura a seguir.
O volume do sólido gerado quando o triângulo ABC gira 360° em torno do eixo t é
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