Questões de Concursos EsPCEx

Teaching English in the Brazilian countryside

      “In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
      Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
      “That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
      Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”

Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/

Leia o texto a seguir e responda às questões 26 e 27.

"Por isso, ó vós que as famas estimais,
Se quiserdes no mundo ser tamanhos,
Despertai já do sono do ócio ignavo,
Que o ânimo, de livre, faz escravo;

E ponde na cobiça um freio duro,
E na ambição também, que indignamente
Tomais mil vezes, e no torpe e escuro
Vício da tirania, infame e urgente;
Porque essas honras vãs, esse ouro puro,
Verdadeiro valor não dão à gente:
Melhor é merecê-los sem os ter,
Que possuí-los sem os merecer."
("Os Lusíadas" - Camões - canto 9, estrofes 92 / 93)

                                    (Título omitido propositadamente)

      Italian children have been told not to turn up to school unless they can prove they have been properly vaccinated. The deadline follows months of national debate over compulsory vaccination. The new law came amid a surge in measles cases - but Italian officials say vaccination rates have improved since it was introduced. Children must receive a range of mandatory immunisations before attending school. They include vaccinations for chickenpox, polio, measles, mumps and rubella.
      Children up to the age of six years will be excluded from nursery and kindergarten without proof of vaccination under the new rules. Those aged between six and 16 cannot be banned from attending school, but their parents face fines if they do not complete the mandatory course of immunisations.
      Italian media report that regional authorities are handling the situation in a number of different ways. In Bologna, the local authority has set letters of suspension to the parents of some 300 children, and a total of 5,000 children do not have their vaccine documentation up to date. In other areas there have been no reported cases, while still others have been given a grace period of a few days beyond the deadline.
      The new law was passed to raise Italy’s dropping vaccination rates from below 80% to the World Health Organisation’s 95% target.
                                    Adapted from https://www.bbc.com/news/world-europe-47536981

Irregular distribuição dos recursos hídricos, uso compartilhado de bacias hidrográficas, ineficientes sistemas de tratamento, desmatamento, construção de barragens, despejo de lixo, diversidade climática, expansão da urbanização, pressão demográfica, geração de energia, projetos de irrigação, dentre outros, são fatores que potencializam o estresse hídrico e originam situações hidroconflitivas. Sobre esse último termo, considere as seguintes afirmações:

I – Um exemplo de situação hidroconflitiva é o caso da construção de barragens para projetos de irrigação na bacia do rio Nilo pelo governo Sudanês, o que tem provocado tensões com o vizinho Egito.
II – O Brasil, por dispor de uma região extremamente rica em recursos hídricos, não tem registrado problemas dessa natureza com seus vizinhos ao longo de sua história republicana.
III – O Rio Ganges atravessa quase todo o território de Bangladesh antes de se abrir no largo delta, em território indiano. A construção de barragens a montante, pelo primeiro, tem provocado desavenças entre esses dois países.
IV – No conflito entre israelenses e palestinos, há um importante componente hídrico, evidenciado pela posse e controle das escassas fontes existentes na região.