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Questões de Concursos UFF

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


2121Q1065782 | Administração Pública, Eficiência, Tecnólogo Formação Gestão Pública, UFF, COSEAC, 2023

A organização pública atenta ao desempenho em seu ambiente, ou seja, com eficácia externa alta e com eficiência externa também alta, caracteriza-se pelos objetivos empresariais
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

2122Q1070030 | Filosofia, O Sujeito Moderno, Filosofia, UFF, COSEAC, 2022

A obra do chamado “segundo Wittgenstein” que trata dos “jogos de linguagem”, múltiplos e multifacetados é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2123Q1070055 | Filosofia, A Política, Sociologia, UFF, COSEAC, 2022

Sobre a análise de Marx acerca do Modo de Produção Capitalista é CORRETO afirmar que:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2124Q1022951 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2025

Texto associado.
Text 3


'Blitz' review: In wartime London, a family's search for sanity
Adam Graham

By Detroit News Film Critic A mother and her son are separated in wartime London in "Blitz," director Steve McQueen's drama about clinging onto hope in the middle of chaos.
British actress Saoirse Ronan is Rita, who has to say goodbye to her son George (newcomer Elliott Heffernan, in his first role), who joins the thousands of children who are sent by train to live in the English countryside as Germany throws bombs on London during World War II.
Their parting is tense. "Don't forget to be a good boy," she tells him, all love. "I hate you," George replies. The boy, who is bi-racial and never knew his father, is scared by the situation and terrified to be on his own.
Midway into his journey, he jumps off the train to make his way back to London on foot. He ends up in a series of mini-adventures that play out like chapters in a Charles Dickens novel.
Director McQueen efficiently identifies beauty even in the darkest of spaces, whether in a subway station where people are taking cover from air raids, or in the neighborhoods destroyed by bombs. For McQueen, the diversity of London is a constant issue in the film as is the prevalence of racism. "Blitz" is a story of struggle and never giving up in the face of imminent doom.


Available at: https://www.detroitnews.com/story/entertainment/movies/2024/11/21/blitz-review-in-wartime-london-afamilys-search-for-sanity/76474861007/ Access at: 27 Nov. 2024. Adapted.
The reason behind George’s rude reply to his mother’s recommendation is the fact that:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2125Q1022952 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2025

Texto associado.
Text 3


'Blitz' review: In wartime London, a family's search for sanity
Adam Graham

By Detroit News Film Critic A mother and her son are separated in wartime London in "Blitz," director Steve McQueen's drama about clinging onto hope in the middle of chaos.
British actress Saoirse Ronan is Rita, who has to say goodbye to her son George (newcomer Elliott Heffernan, in his first role), who joins the thousands of children who are sent by train to live in the English countryside as Germany throws bombs on London during World War II.
Their parting is tense. "Don't forget to be a good boy," she tells him, all love. "I hate you," George replies. The boy, who is bi-racial and never knew his father, is scared by the situation and terrified to be on his own.
Midway into his journey, he jumps off the train to make his way back to London on foot. He ends up in a series of mini-adventures that play out like chapters in a Charles Dickens novel.
Director McQueen efficiently identifies beauty even in the darkest of spaces, whether in a subway station where people are taking cover from air raids, or in the neighborhoods destroyed by bombs. For McQueen, the diversity of London is a constant issue in the film as is the prevalence of racism. "Blitz" is a story of struggle and never giving up in the face of imminent doom.


Available at: https://www.detroitnews.com/story/entertainment/movies/2024/11/21/blitz-review-in-wartime-london-afamilys-search-for-sanity/76474861007/ Access at: 27 Nov. 2024. Adapted.
Some scenes of “Blitz” are compared to a Charles’s Dickens novel because of:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2126Q1018862 | Libras, Educação dos Surdos, Tradutor e Intérprete de Linguagem de Sinais, UFF, COSEAC, 2019

Denominam-se, nas indicações do Decreto 5.626/05, escolas ou classes de educação bilíngue aquelas que têm a Libras e a modalidade escrita da Língua Portuguesa como línguas de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

2127Q1018865 | Libras, Educação dos Surdos, Tradutor e Intérprete de Linguagem de Sinais, UFF, COSEAC, 2019

Ao analisar a questão da inclusão dos deficientes na perspectiva da “Sociedade Inclusiva”, Felipe (2006) identifica oito imperativos a partir dos quais a sociedade se organizaria para se adaptar às necessidades específicas desse grupo. NÃO corresponde às bases dessa organização:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

2128Q1022962 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2024

Texto associado.

TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Banning AI chatbots from school wi-fi and buying AI-detection software are measures that have shown to be
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2129Q1022964 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2024

Texto associado.

TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Lee and Pope believe
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2130Q1072147 | Filosofia, Filosofia e a Grécia Antiga, Filosofia, UFF, COSEAC, 2022

Aristóteles gostava de dar suas aulas em caminhadas com seus discípulos, de onde surgiu o nome:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2131Q1072149 | Filosofia, O Sujeito Moderno, Filosofia, UFF, COSEAC, 2022

O principal nome da filosofia nominalista é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2132Q1019827 | Espanhol, Interpretação de Texto Comprensión de Lectura, Língua Espanhola, UFF, COSEAC, 2022

Texto associado.

Texto 3

Lenguaje políticamente correcto


Aunque en estos últimos años, la discapacidad ha cobrado vida dentro de una sociedad cambiante como la nuestra, y lo ha hecho con verdaderos signos de inclusión social en el respeto a la diferencia, todavía debemos seguir luchando por una realidad que supere los prejuicios que etiquetan o estereotipan y califican con valoraciones sociales de “Minus-Valía” u otras acepciones ciertamente peyorativas, y que, en el fondo, en muchos casos de nuestra vida también las sufrimos y tenemos.

Son lentos los pasos que se dan, pero nuestra ansia por superar determinadas actitudes, valores y hábitos deben tener su punto de encuentro en el ser personas: todos iguales pero diferentes. No debemos discriminar independientemente de nuestra discapacidad, condición social, sexo, etnia…, debemos optar por dignificar lo que nosune y no acentuar lo que nos diferencia, nunca identificando a una persona por lo que tiene distinto.

El lenguaje es un instrumento de opresión o de liberación y en este caso sirve para perpetuar una etiqueta que margina y excluye a quien la lleva, ¿por qué menos válidos? Desde nuestro punto de vista nadie vale más que nadie, sin embargo, este término evidencia el prejuicio social.

[…]

En un proceso de normalización y de eliminación de barreras mentales todo el mundo debe saber que normalmente a una persona ciega o en silla de ruedas no le molesta que, se le diga, “¡Hasta la vista!” “¿Qué tal andas?”; lo que realmente le molesta es que su discapacidad le convierta en “minusválido”, porque la sociedad se niegue a reconocer su ser persona.

Bajo estas premisas resulta bastante desagradable leer en los titulares de la prensa: “Roban la silla a un minusválido…”, “los minusválidos podrán estudiar gratis en la universidad........”, “un minusválido accede a un ascensor…”, “un tetrapléjico resulta herido…”, ni tampoco ser objeto de comentarios que inspiren lástima y compasión, en muchos casos como medidas de sobreprotección.

[…]

La realidad muestra un cambio importante en estos momentos hacia la discapacidad, y el lenguaje es una parte muy importante por su uso y utilización, por ser el medio a través del cuál nos comunicamos, creamos una base cultural de relaciones en el respeto a la diversidad, en el contexto social en que queramos movernos, en lo que queremos asumir o diferir, en el respeto de no etiquetar, discriminar o clasificar lo que tenemos de distinto. Debemos construir una realidad adaptada a todos, signo inequívoco de estar al frente de la grandeza de que nuestros esquemas mentales son fuertes y positivos hacia dicha realidad.

Como personas que tenemos una discapacidad, debemos asumirla y renovar nuestro pensamiento de forma positiva, con nuevas formas de hacer y comunicarnos, adaptándonos a las nuevas sociedades cambiantes siempre bajo principios que nos permitan asumir roles de normalización y de ser ciudadanos de primera clase, que no perpetúen sistemas de beneficencia, sino auguren un carácter poderosamente asistencialista.

Debemos cimentar unas bases sólidas donde el respeto a la diversidad sea el eje donde pivote el avance hacia una sociedad más justa, donde los desequilibrios sean mínimos, concienciando y sensibilizando que una sociedad se construye con personas, tengan o no discapacidad , y aún siendo perseverantes quitar el apellido “discapacidad”, porque ante todo somos personas, donde el respeto, la tolerancia, el diálogo, la igualdad de oportunidades y participación, presentación de los derechos “visibles”, la cultura, la formación, el empleo, la libertad de expresión… nos hagan percibir que vivimos en una sociedad igualitaria.

Fuente: http://www.discapacidad-cantabria.info/principal/introduccion/lenguaje-politicamente-correcto.html

En el texto se considera que el término “minusvalía” tiene un carácter
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2133Q1070029 | Filosofia, O Sujeito Moderno, Filosofia, UFF, COSEAC, 2022

Com a Revolução Industrial, a racionalidade técnica e instrumental passou a dominar a modernidade. Contra isso, os pensadores da Escola de Frankfurt formularam a:
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  2. ✂️
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  4. ✂️

2134Q1070038 | Filosofia, O Sujeito Moderno, Filosofia, UFF, COSEAC, 2023

No que diz respeito ao pensamento filosófico contemporâneo (a partir do século XX), indique a opção que melhor caracteriza esse período após a leitura do excerto que segue.

"É frequente histórias da filosofia não incluírem um capítulo sobre o pensamento contemporâneo, como se considerassem que, de certa forma, a contemporaneidade não fizesse ainda parte da história. Isso é, sob muitos aspectos, compreensível, pois nos faltam ainda o distanciamento e a perspectiva temporal que nos permitem analisar os filósofos contemporâneos, avaliar aqueles cuja obra e influência serão duradouras. Encontramo-nos próximos demais deles, e, paradoxalmente, isso nos impede de vê-los melhor. Por outro lado, há algo de incompleto em uma história da filosofia que não busque ao menos relacionar os pensadores e correntes contemporâneos com a tradição, interpretá-los como parte dessa história, dessa formação e desse desenvolvimento que chegam até nós.”

MARCONDES, D. Iniciação à História da Filosofia. p. 284, Rio de Janeiro, Zahar: 2015, 13a. ed..
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2135Q1070046 | Filosofia, O Sujeito Moderno, Filosofia, UFF, COSEAC, 2024

No contexto da "Dialética do Esclarecimento," coescrita com Max Horkheimer, Theodor Adorno explora a relação entre racionalidade e dominação na sociedade moderna.

Indique qual dos seguintes conceitos destaca a crítica adorniana à instrumentalização da razão.

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2136Q1070049 | Filosofia, A Política, Filosofia, UFF, COSEAC, 2024

A época do renascimento (séculos XV-XVI), além de representar uma mudança de paradigma importante nas artes plásticas e literatura (do Teocentrismo ao Antropocentrismo), apresentou diversas ideias políticas inspiradoras, assim como obras que se tornaram muito conhecidas nesse período. Dentre as opções a seguir, marque a que se refere a autor e obra renascentista de grande destaque e influência:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2137Q1022950 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, UFF, COSEAC, 2025

Texto associado.
Text 1

ABSTRACT

The impact of streaming services on youth television viewing habits and media literacy


Streaming services have revolutionized the entertainment industry, playing an important role in attracting young people for movies and television series. The availability of streaming services such as NetFlix, Amazon, Apple TV and other platforms have drastically reduced traditional television viewing. Because of the availability of the shows at any time, youth are used to “marathoning”, resulting in a single session watching complete seasons of different shows in one sitting.
Streaming watching has helped the youth to increase their knowledge about various cultures, beliefs, and perspectives, which has helped in improving their overall understanding of the world. However, this has also led to exposure to inappropriate content, resulting in parental monitoring of the content viewed.
The present research has identified that streaming services have beneficial effects on the media literacy of the youth. Nevertheless, the exposure to inadequate content needs to be monitored, so that the beneficial aspects of streaming viewing outweigh the harm it might cause.


Available at: 10.29121/shodhkosh.v5.i1.2024.946. Access 28 Nov. 2024.
The two connectors however and nevertheless, underlined in the text, indicate an idea of:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2138Q1022953 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2025

Texto associado.
Text 3


'Blitz' review: In wartime London, a family's search for sanity
Adam Graham

By Detroit News Film Critic A mother and her son are separated in wartime London in "Blitz," director Steve McQueen's drama about clinging onto hope in the middle of chaos.
British actress Saoirse Ronan is Rita, who has to say goodbye to her son George (newcomer Elliott Heffernan, in his first role), who joins the thousands of children who are sent by train to live in the English countryside as Germany throws bombs on London during World War II.
Their parting is tense. "Don't forget to be a good boy," she tells him, all love. "I hate you," George replies. The boy, who is bi-racial and never knew his father, is scared by the situation and terrified to be on his own.
Midway into his journey, he jumps off the train to make his way back to London on foot. He ends up in a series of mini-adventures that play out like chapters in a Charles Dickens novel.
Director McQueen efficiently identifies beauty even in the darkest of spaces, whether in a subway station where people are taking cover from air raids, or in the neighborhoods destroyed by bombs. For McQueen, the diversity of London is a constant issue in the film as is the prevalence of racism. "Blitz" is a story of struggle and never giving up in the face of imminent doom.


Available at: https://www.detroitnews.com/story/entertainment/movies/2024/11/21/blitz-review-in-wartime-london-afamilys-search-for-sanity/76474861007/ Access at: 27 Nov. 2024. Adapted.
The review of the film Blitz offers a positive evaluation of the film. The sentence, in the text, which explicitly expresses this evaluation is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2139Q1072153 | Filosofia, A Política, Filosofia, UFF, COSEAC, 2022

A oposição entre “estado de natureza” e “estado civil e político” faz parte da filosofia política de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

2140Q1072158 | Filosofia, Filosofia e a Grécia Antiga, Filosofia, UFF, COSEAC, 2023

Uma das noções mais importantes para os primeiros filósofos gregos é a noção de Cosmos. Para tais filósofos, o Cosmos é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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