ID: 1022771•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
VUNESP•
SEDUC SP•
Inglês•
2025

Leia o texto a seguir para responder à questão:


Inside the classroom, some learners seem to take advantage of what is going on more than others. Aware of this, teachers will frequently say that successful students possess some or all of the following characteristics.


1. A willingness to listen: good learners listen to what is going on – not just in the sense of paying attention, but also in terms of really listening to the English that is being used, soaking it up with eagerness and intelligence.

2. A willingness to try new things: many good learners are not afraid to ‘have a go’. They are prepared to try things out and see how it works. Of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.

3. A willingness to think about how to learn: good learners bring or invent their own study skills when they come to a lesson. They think about the best way to memorize vocabulary, the best way to read a text (slowly, translating every word? Or quickly, trying to get a general understanding?), the best method of drafting and re-drafting a piece of writing.

4. A willingness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, the urge to find out why is part of a successful learner’s equipment.

5. A willingness to accept correction: good learners are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constructive criticism. It involves teachers in judging their students’ responses to correction so that they can act accordingly.


(Jeremy Harmer. How to teach English, 1998. Adaptado)
In the text’s final sentence “It involves teachers in judging their students’ responses to correction so that they can act accordingly”, the conjunction so that introduces a

ID: 1022607•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
Avança SP•
Prefeitura de Paraty RJ•
Língua Inglesa•
2024

Choose the sentence that contains an incorrect use of an adverb of frequency:

ID: 1021938•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
Gama Consult•
Prefeitura de Novo Mundo MT•
Letras•
2024

What the Paris Olympics opening ceremony really meant

The opening ceremony of the Olympic Games traditionally offers the host city the opportunity to celebrate sporting excellence and international unity while also presenting to the world a flattering portrait of its own nation, informed by its own culture. [...]

[...] Entitled ‘Ça ira’ (‘It’ll be all right’), the show garnered mixed reviews in the French press. It was described variously as magical or catastrophic, as an astonishing apotheosis or a distressing accumulation of kitsch. Lady Gaga performed up and down a flight of stairs, dressed in feathers. The French singer Philippe Katerine, covered in blue body paint and dressed up as Bacchus, reclined in a platter of fruit. A threesome blossomed in the Bibliothèque Nationale. Decapitated figures of Marie-Antoinette holding their singing heads appeared at the windows of the Conciergerie. A floating piano was set on fire. The ceremony was conceived over two years by a committee made up of historian Patrick Boucheron (a member of the prestigious research institute, the Collège de France), the scriptwriter Fanny Herrero (creator of the Netflix series 10 Pour Cent/Call My Agent), the novelist Leïla Slimani (winner of the Goncourt literary prize for her novel Chanson douce/Lullaby), and the dramatist Damien Gabriac, who were all assembled in 2022 by the event’s master of ceremonies, theatre director Thomas Jolly. to co-write the script of their celebration of France.

[...]

The man behind Le Puy du Fou is entrepreneur and politician Philippe de Villiers. Although de Villiers briefly served as Secretary of State for Culture under Socialist President François Mitterand, he is currently a member of French nationalist party Reconquête!, whose leader is the far-right firebrand Eric Zemmour. De Villiers is a Christian traditionalist who has expressed hostility towards Islam and has maintained that during the French Revolution a political ‘genocide’ was perpetrated against the Royalist people of Vendée.

It was therefore important for Jolly and his team firmly to distance their own project from Le Puy du Fou and to offer instead, as Jolly said: ‘the opposite of a virile, heroic and providential history’, of ‘an ode to grandeur’ or to the ‘manifestation of force’. Besides de Villiers’ theme park, another anti-model may have been the opening ceremony of the 2023 Rugby World Cup. Hosted by the popular actor Jean Dujardin and featuring a playful celebration of traditional French life, it was criticised for portraying a nostalgic and ‘rancid’ version of France. To be sure, at a time when France is politically and culturally riven, it would have seemed important to tell a national story that would unite rather than divide. In contrast, Jolly aimed for a celebration of ‘planetary multi-ethnicity’. But was it not in hindsight a mistake, a missed opportunity, to throw out, for fear that it might be politically toxic, anything that might be perceived as a celebration of French history, or the shared heritage that binds all French people together?

Patrick Boucheron, the historian in Jolly’s team, has declared his ‘resistance’ to the idea of a ‘roman national’, the strengthening story a nation collectively weaves about itself – the word roman meaning in this instance at once a narrative and a romance. Boucheron favours instead a decentring of national consciousness and a deconstruction of national history. There was always a danger in rejecting historical greatness for ideological reasons. Louis XIV and Napoleon Bonaparte – both absent from the celebration – really do belong to all French; including them in the narrative would not have made it reactionary. Meanwhile Jolly’s desire systematically to foreground pop culture in order not to appear elitist often felt parochial. What is the long-term cultural significance of Nicky Doll, Paloma and Piche, stars of the reality show Drag Race France? Was the performance of John Lennon’s song Imagine really, as a sports historian declared in thenewspaper Libération, ‘heavy with meaning’ because of its nature as a ‘political and cultural allegory’?

Wasn’t it also a pity not to celebrate France’s contemporary achievements, especially the rebuilding of Notre-Dame after its devastation by fire, and the Grand Paris Express transport network being developed for better integration of central Paris and its banlieues?

But above all, what was missing from the show, with rare exceptions – such as the sight of the Olympic cauldron rising into the sky tethered to a gigantic hot air balloon – was beauty. This signalled a lack of cultural confidence on the part of the ceremony’s storytellers. It was telling, for example, that Marcel Proust, one of France’s most exceptional writers, was featured as a caricatured carnival head, alongside Little Red Riding Hood and Marcel Marceau. Nor was placing the ceremony under the auspices of ‘Ça ira’, a 1790 anthem of the French Revolution as familiar to the French as the Marseillaise, an expression of intellectual confidence. Like the Marseillaise, ‘Ça ira’ is a call to violence – an ode to the systematic hanging of aristocrats from lamp-posts – and insisting, as Jolly did, that it can be reframed as a message of hope and of ‘union and unity within diversity’ is meaningless.

Ultimately, whether any of this landed with its audience remains doubtful. In spite of the driving rain, the French enjoyed the show’s wackiness, the party atmosphere, the excitement and anticipation of the Games. And the Games themselves were a wonderful success. But a message was sent nevertheless. And now that the Olympic truce is over, Emmanuel Macron must once again face up to a divided nation


In: https://engelsbergideas.com/notebook/what-the-paris-olympics-openingceremony-reallymeant/?gad_source=1&gclid=CjwKCAjwuMC2BhA7EiwAmJKRrLbi3d14OiB6WRug_hjU2I-75FCfTsQ0RitnqNM3GJxOqz9UCUlUBoCZ4IQAvD_BwE
Na frase "A floating piano was set on fire,"o termo destacado é sintaticamente classificado como:

ID: 1024576•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
OBJETIVA•
Prefeitura de Catuípe RS•
Língua Inglesa•
2024

Birth of Venus is one of the most famous paintings in the world. It was painted by Alessandro di Mariano Filipepi, known as Sandro Botticelli, who was an Italian painter of the Florentine School that emerged in the early Renaissance period. In mythology, Venus wasconceived when the Titan Cronus castrated his father, thegod Uranus, whose severed genitals fertilized the sea.
Venus was conceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea. Venus is an arrestingly beautiful figure with her delicate skin and soft-flowing curls fresh from the sea. Historically, this is the most important depicted nude since classical antiquity.
Apart from its artistic quality, Birth of Venus is noteworthy for having been the first known Tuscan work of art to be painted on canvas, which is now standard but was then revolutionary, with paintings customarily done on more expensive wood panels. It was restored in 1987 to heighten the bright vividness of the painting as it first appeared, an effect achieved by the use of lustrous alabaster powder and gold leaf.

(Source: Encyclopaedia Britannica — adaptation.)
Which item correctly displays the meaning of the underlined adverb in “Venus is an arrestingly beautiful figure with her delicate skin […].”?

ID: 1023574•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FURB•
Prefeitura de Florianópolis SC•
Professor de Inglês•
2023

Plurilingualism and translanguaging: commonalities and divergences

Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.

All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.

It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.

Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.

Garcia e Otheguy (2020)

Within the provided text, identify the conjunction that simultaneously introduces an opposing viewpoint while emphasizing causality between two ideas:

ID: 1023274•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
IGEDUC•
Prefeitura de Pombos PE•
Professor de Língua Inglesa•
2023

Julgue o item subsequente.


Subordinating conjunctions, such as “although,” “because,” and “while,” introduce subordinate clauses that depend on main clauses for context and meaning. Proficiency in the use of subordinating conjunctions allows for the creation of complex sentence structures, contributing to nuanced and detailed expression in American English. Recognizing the relationships established by these conjunctions aids in the construction of well-crafted and cohesive written and spoken communication.

ID: 1079378•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
VUNESP•
Polícia Militar SP•
Aspirante da Polícia Militar

Leia o texto para responder às questões:


The Right to a “Custody Hearing” under International Law

by Maria Laura Canineu
February 3, 2014

A person who is arrested has a right to be brought promptly before a judge. This is a longstanding and fundamental principle of international law, crucial for ensuring that the person’s arrest, treatment, and any ongoing detention are lawful.
Yet, until now, Brazil has not respected this right. Detainees often go months before seeing a judge. For instance, in São Paulo state, which houses 37 percent of Brazil’s total prison population, most detainees are not brought before a judge for at least three months. The risk of ill-treatment is often highest during the initial stages of detention, when police are questioning a suspect. The delay makes detainees more vulnerable to torture and other serious forms of mistreatment by abusive police officers.
In 2012, the UN Subcommittee on Prevention of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment reported that it had received “repeated and consistent accounts of torture and ill-treatment” in São Paulo and other Brazilian states, “committed by, in particular, the military and civil police.” The torture had allegedly occurred in police custody or at the moment of arrest, on the street, inside private homes, or in hidden outdoor areas, and was described as “gratuitous violence, as a form of punishment, to extract confessions, and as a means of extortion.”
In addition to violating the rights of detainees, these abusive practices make it more difficult for the police to establish the kind of public trust that is often crucial for effective crime control. These practices undermine legitimate efforts to promote public security and curb violent crime, and thus have a negative impact on Brazilian society as a whole.
The right to be brought before a judge without unnecessary delay is enshrined in treaties long ago ratified by Brazil, including the International Covenant on Civil and Political Rights (ICCPR) and the American Convention on Human Rights. The United Nations Human Rights Committee, which is responsible for interpreting the ICCPR, has determined that the delay between the arrest of an accused and the time before he is brought before a judicial authority “should not exceed a few days,” even during states of emergency.
Other countries in Latin America have incorporated this right into their domestic law. For instance, in Argentina, the federal Criminal Procedure Code requires that in cases of arrest without a judicial order, the detainee must be brought to a competent judicial authority within six hours.
In contrast, Brazil’s criminal procedure code requires that when an adult is arrested in flagrante and held in police custody, only the police files of the case need to be presented to the judge within 24 hours, not the actual detainee. Judges evaluate the legality of the arrest and make the decision about whether to order continued detention or other precautionary measures based solely on the written documents provided by the police.
The code establishes a maximum of 60 days for the first judicial hearing with the detainee, but does not explicitly say when this period begins. In practice, this often means that police in Brazil can keep people detained, with formal judicial authorization, for several months, without giving the detainee a chance to actually see a judge.
According to the code, the only circumstance in which police need to bring a person before the judge immediately applies to cases of crimes not subject to bail in which arresting officer was not able to exhibit the arrest order to the person arrested at the time of arrest. Otherwise, the detainee may also not see a judge for several months.

(www.hrw.org. Editado e adaptado)


No trecho do sétimo parágrafo – Judges evaluate the legality of the arrest and make the decision about whether to order continued detention or other precautionary measures… – os termos whether… or indicam

ID: 1023396•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FGV•
Prefeitura de São José dos Campos SP•
Inglês•
2023

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 opposite of the adverb in “The teaching and learning activities often involve” (3rd paragraph) is:

ID: 1022652•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
CESPE CEBRASPE•
EMBRAPA•
Inglês Português•
2025

Agriculture and fisheries are closely linked to climate, making them vulnerable to changes in temperature, CO2 levels, and extreme weather. While increased temperature and CO2 can enhance some crop yields, this depends on factors like nutrient levels, soil moisture, and water availability. More frequent droughts and floods could challenge food production and safety, while warming waters may shift fish habitats, disrupting ecosystems. Overall, climate change may complicate traditional methods of farming, livestock raising, and fishing.

Crop responses to temperature changes depend on each crop's optimal growth temperature. Warmer conditions might benefit certain crops or enable the cultivation of new ones, but yields decline if temperatures exceed a crop's threshold. Increased CO2 can enhance plant growth under controlled conditions but may be offset by water, nutrient, and temperature constraints. Additionally, elevated CO2 reduces the protein and nitrogen content in crops like soybeans and alfalfa, lowering their quality and diminishing the forage value for livestock.

Extreme weather events, such as floods and droughts, can harm crops and reduce yields. For example, high nighttime temperatures in 2010 and 2012 lowered U.S. corn yields, while premature budding caused $ 220 million in losses for Michigan cherries in 2012. Rising summer temperatures may also dry soils, complicating drought management. Increased irrigation could help, but reduced water availability might limit its feasibility.

Climate change also favors weeds, pests, and fungi, which thrive in warmer, wetter conditions with higher CO2 levels. This could expose crops to new threats and increase farming costs. U.S. farmers already spend over $ 11 billion annually on weed control, and these challenges are likely to grow as weed and pest ranges expand.

While rising CO2 stimulates plant growth, it also lowers the nutritional value of major crops like wheat, rice, and soybeans by reducing their protein and mineral content. This poses a potential risk to human health. Additionally, increased pest pressure may lead to higher pesticide use, further impacting health and reducing pesticide effectiveness. Climate change, therefore, presents multifaceted challenges to food production, nutrition, and ecosystems.

Internet:<climatechange.chicago.gov> (adapted).

Based on the text above, judge item below.

The word ‘while’, in the third sentence of the first paragraph, can be correctly replaced with whereas without changing the meaning.

ID: 1023663•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
CESPE CEBRASPE•
Prefeitura de Cachoeiro de Itapemirim ES•
Inglês•
2024

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.

The word “With” (last sentence of the text) is classified as a conjunction, and conjunctions are terms that modify verbs by providing information about the action that is taking place.

ID: 1023715•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
CPCON•
Prefeitura de Matinhas PB•
Língua Inglesa•
2024

READ THE FOLLOWING TEXTTO ANSWER QUESTION.

TEXT 4

According to the Brazilian National Education Guidelines and Framework Law enacted in 2017, English language teaching is mandatory from the sixth year of elementary school until the last years of high school. However, the curriculum does not guarantee that all Brazilian students will receive English teaching. In 2013, Data Popular, a Brazilian research institute, drafted a report for the British Council analyzing the problems concerning knowledge of English in Brazil. The report claims that the low level of English proficiency amongst Brazilians reflects the educational opportunities available in the country […].

To understand the reasons why English teaching does not seem efficient for all students, it is important to highlight the English language teaching provision in Brazil. Formal English teaching in Brazil takes place in four different contexts: English schools, bilingual schools, regular private schools, and public schools. In general, people who wish to learn English believe that effective learning occurs only in private English schools or bilingual schools because the structure (the teaching methods and the quality of support materials) is more likely to provide successful learning. The focus in those institutions is on oral expression. Learners have more exposure to the target language because classes are taught entirely in English, and teachers are usually well trained to comply with that requirement. In addition, groups are smaller, so students can receive personal support and enjoy a comfortable learning environment, not to mention access to multimedia resources.


(Adapted from: https://academic.oup.com/eltj/75/1/103/6169556)

Which one of the following options can substitute the word “entirely” (line 11), without change in meaning?

ID: 1024501•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
COSEAC•
UFF•
Inglês•
2023

TEXT 2


How COVID-19 will pave the way for better and more accessible education in Brazil


Blog by Isabela Melara Cavassin
Winner, 4th annual World Bank/Financial Times blog competition


JUNE 21, 2021


It is safe to say that the COVID-19 pandemic has left a mark in every aspect of our lives. Taking the economy for example, the destruction trail left by the virus is made clear when 38 million US citizens apply for unemployment benefits (compared to the 5.8 million that applied pre-covid), or when the stock market goes through a roller coaster motion every other hour.

While the financial turmoil is widely discussed by politicians and experts, other consequences of the pandemic receive little to no attention from the authorities. For instance, the emotional toll brought by the sudden change in educational formats. Leaving both teachers and students in an academic limbo, the transitioning to the online system was turbulent. As the COVID-19 cases rose, so did the number of dropout students due to financial complications, demotivation, or lack of future perspective.

Unfortunately, few institutions put effort into making online school an enjoyable and valid format of learning. However, there were those that did pave the way for quality education solutions.

A good example is the inverted classroom method, which got popular in Brazilian High Schools and kept students from dropping out, ensuring them independence to learn on their own way. In this method, the teacher shares reliable sources and leads the class so they can study by themselves. After the students have read the material, an online meeting is held, the subject is discussed, and eventual doubts are solved.

The inverted classroom encourages healthy studying habits, stimulates the establishment of a routine, and makes learning a much more personalized and rewarding experience. The teacher assumes a tutor role, rather than an authority.

The public schools that successfully implemented this innovative online teaching method were recognized by the Brazilian National Council of Secretaries of Education. In December 2020, 5 schools were awarded with the School Management Award, including one in a rural area. The first place was awarded with a 30 thousand Brazilian Reais prize to purchase equipment.

As a public-school student, I have seen my teachers struggle with switching from one method to another, fighting to assure proper equipment to those who did not have it. It is refreshing to know the effort will not go to waste. The newly adopted stimulating method (and the ones that are to be)will continue to improve learning and its accessibility, by combining technology and passion for education



Available at: https://blogs.worldbank.org/voices/how-covid-19-will-pave-way-better-and-more-accessible-education-brazil.

The connecting word “However”, in ‘However, there were those that did pave the way for quality education solutions” expresses:

ID: 1079379•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
VUNESP•
Polícia Militar SP•
Aspirante da Polícia Militar

Leia o texto para responder às questões:


The Right to a “Custody Hearing” under International Law

by Maria Laura Canineu
February 3, 2014

A person who is arrested has a right to be brought promptly before a judge. This is a longstanding and fundamental principle of international law, crucial for ensuring that the person’s arrest, treatment, and any ongoing detention are lawful.
Yet, until now, Brazil has not respected this right. Detainees often go months before seeing a judge. For instance, in São Paulo state, which houses 37 percent of Brazil’s total prison population, most detainees are not brought before a judge for at least three months. The risk of ill-treatment is often highest during the initial stages of detention, when police are questioning a suspect. The delay makes detainees more vulnerable to torture and other serious forms of mistreatment by abusive police officers.
In 2012, the UN Subcommittee on Prevention of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment reported that it had received “repeated and consistent accounts of torture and ill-treatment” in São Paulo and other Brazilian states, “committed by, in particular, the military and civil police.” The torture had allegedly occurred in police custody or at the moment of arrest, on the street, inside private homes, or in hidden outdoor areas, and was described as “gratuitous violence, as a form of punishment, to extract confessions, and as a means of extortion.”
In addition to violating the rights of detainees, these abusive practices make it more difficult for the police to establish the kind of public trust that is often crucial for effective crime control. These practices undermine legitimate efforts to promote public security and curb violent crime, and thus have a negative impact on Brazilian society as a whole.
The right to be brought before a judge without unnecessary delay is enshrined in treaties long ago ratified by Brazil, including the International Covenant on Civil and Political Rights (ICCPR) and the American Convention on Human Rights. The United Nations Human Rights Committee, which is responsible for interpreting the ICCPR, has determined that the delay between the arrest of an accused and the time before he is brought before a judicial authority “should not exceed a few days,” even during states of emergency.
Other countries in Latin America have incorporated this right into their domestic law. For instance, in Argentina, the federal Criminal Procedure Code requires that in cases of arrest without a judicial order, the detainee must be brought to a competent judicial authority within six hours.
In contrast, Brazil’s criminal procedure code requires that when an adult is arrested in flagrante and held in police custody, only the police files of the case need to be presented to the judge within 24 hours, not the actual detainee. Judges evaluate the legality of the arrest and make the decision about whether to order continued detention or other precautionary measures based solely on the written documents provided by the police.
The code establishes a maximum of 60 days for the first judicial hearing with the detainee, but does not explicitly say when this period begins. In practice, this often means that police in Brazil can keep people detained, with formal judicial authorization, for several months, without giving the detainee a chance to actually see a judge.
According to the code, the only circumstance in which police need to bring a person before the judge immediately applies to cases of crimes not subject to bail in which arresting officer was not able to exhibit the arrest order to the person arrested at the time of arrest. Otherwise, the detainee may also not see a judge for several months.

(www.hrw.org. Editado e adaptado)


No trecho final do último parágrafo – Otherwise, the detainee may also not see a judge for several months. –, o termo otherwise equivale, em português, a

ID: 1023606•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FGV•
Prefeitura de Vitória ES•
Língua Inglesa•
2024

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate


In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

In “can at times overlap” (3rd paragraph), “at times” may be replaced without significant change in meaning by

ID: 1024709•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
IDECAN•
SEE PB•
Língua Inglesa•
2025

In the sentence “Last week, during the intense storm that caused power outages across the city, I decided to stay indoors and reorganize my entire bookshelf, which I hadn’t touched in years”, the adverb of time is
Imprimir Questões
Página 5