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ID: 1021796•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
EPE•
Administração Geral Administração•
2024

Text I


Office Culture



Companies are clawing to bring back pre-pandemic perks and that 'family' feeling – but employees want something more tangible.


Many employers are calling employees back into offices, trying to restore the workplace of pre-pandemic days. Along with filling seats, they're also looking to bring back another relic: office culture.


Pre-2020, office culture was synonymous with the 'cool' office: think places to lounge, stocked pantries and in-office happy hours that went all out; or luxe retreats and team-building exercises meant to foster the feeling of 'family'. In past years, these perks drew many workers to the office – in some cases, entire companies defined themselves by their office cultures.


The world of work looks and feels entirely different than just a few years ago – yet many companies are still intent on recreating the office cultures workers left behind as they abandoned their desks in 2020. While these companies are making some gestures to adapt – for instance, redesigning spaces to accommodate new preferences and hybrid-work habits – many are still set on bringing back what lured in workers before the pandemic.


Yet swaths of employees simply aren't interested in going backward. Instead of trust-falls and cold brew on tap, employees are demanding flexible work, equitable pay and a focus on humanity in the workplace that transcends the perks they sought years earlier.

Workers' shifting priorities are a natural consequence of the Covid-19 pandemic, says Georgina Fraser, head of human capital for global commercial real-estate firm CBRE. "The pandemic gave us autonomy in a way that we haven't had previously," she says. "It gave us the opportunity to choose how we structured our working days."


And now that workers have experienced that level of work-life balance, they won't settle for less. Fraser adds: "Post-pandemic, we saw a resurgence of people being very vocal about what they wanted and needed, not just from office culture, but from the wider world."


Now, she says, workers aren't shy about "wanting to be seen as a whole human – and that filters down to their physical location, how [employers] manage them, what support they receive and how [employers] integrate technologies between home and office in order to support them".


One major factor in this changing attitude is that many employees feel office culture simply isn't applicable in a remoteand hybrid-first world, where the physical office can feel superfluous. Now that the workplace doesn't serve as the culture hub it once did, "companies have really struggled to redefine the role of the office", says Lewis Beck, CBRE's head of workplace for Europe. Office culture that was once meant to get employees excited doesn't have the same pull when workplaces are only onethird full.



Adapted from: https://www.bbc.com/worklife/article/20240229-office-culture-isdead
If stocked pantries (2nd paragraph) are available in the office, peckish employees will have a place where they can grab a(n)

ID: 1048433•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
Prefeitura de São Lourenço da Mata PE•
Professor de Língua Inglesa•
2024

Atenção! Leia o texto a seguir para responder à questão.


The research paper published in ‘Humanities & Social Sciences Communications’ — an open-access journal, distributed by Springer Nature — examines the impact of AI on “loss in decisionmaking and privacy concerns among university students in Pakistan and China”.

The rise of AI has also exposed students and teachers to a number of challenges, particularly data hacking and systemic and racial biases. “Many people are now concerned with the ethical attributes of AI systems and believe that the security issue must be considered in AI system development,” the researchers claimed. In order to mitigate safety concerns, the paper said there was a need to “continuously re-evaluate and re-design” security practices. However, academia is poorly equipped to deal this issue due to a shortage of funding and technical staff. “No one can run from the threat of AI concerning cybersecurity, it behaves like a double-edged sword.”

As per the research, AI has the potential to revolutionise the education sector but with certain drawbacks. In order to effectively harness this technology, the paper called for steps to ensure AI does not cause at least “severe ethical concerns”, and technology backed by secure algorithms to ensure data security and minimisation of AI’s bias. It also recommended measures to curtail overreliance on AI to address “laziness” and cognitive deficiency.


ABBAS, Zaki. AI making students lazy, impairing cognition: study. Disponível em: https://www.dawn.com/news/1759121/ai-making-students-lazy-impairingcognition-study. Acesso em: 12 jul. 2024. Adaptado.

De acordo com o texto, a pesquisa publicada no ‘Humanities & Social Sciences Communications’ avalia o impacto da IA

ID: 1022326•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
SEEC RN•
Professor de Língua Inglesa•
2025

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:

TEXT I

Decolonizing English Language Teaching for Brazilian Indigenous Peoples


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

Based on Text I, mark the statements below as TRUE (T) or FALSE (F).

( ) Globalization and the spread of English as an international language go hand in hand.
( ) Current Brazilian federal legislation has neglected indigenous communities.
( ) The issue of how to include English in indigenous school curricula is still under way.

The statements are, respectively,

ID: 1022590•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
EPE•
Bioenergia•
2024

Text I


Shock of the old: Believe it or not, battery-powered vehicles
have been around since Victorian times.

The history of the electric car is surprisingly enraging. If you imagine early electric vehicles at all (full disclosure: I didn’t until recently), it will probably be as the quixotic and possibly dangerous dream of a few eccentrics, maybe in the 1920s or 1930s, when domestic electrification became widespread. It’s easy to imagine some stiff-collared proto-Musk getting bored of hunting and affairs, eyeing his newly installed electric lights speculatively, then wreaking untold havoc and mass electrocutions. The reality is entirely different.

By 1900, a third of all cars on the road in the US were electric; we’re looking at the history of a cruelly missed opportunity, and it started astonishingly early. The Scottish engineer Robert Anderson had a go at an electric car of sorts way back in the 1830s, though his invention was somewhat stymied by the fact rechargeable batteries were not invented until 1859, making his crude carriage something of a one-trick pony (and far less useful than an actual pony).

It’s debatable whether or not Scotland was ready for this brave new world anyway: in 1842, Robert Davidson (another Scot, who had, a few years earlier, also tried his hand at an electric vehicle) saw his electric locomotive Galvani “broken by some malicious hands almost beyond repair” in Perth. The contemporary consensus was that it was attacked by railway workers fearful for their jobs.

Despite this unpromising start, electric vehicles had entered widespread commercial circulation by the start of the 20th century, particularly in the US. Electric cabs crisscrossed Manhattan, 1897’s bestselling US car was electric and, when he was shot in 1901, President McKinley was taken to hospital in an electric ambulance. London had Walter Bersey’s electric taxis, and Berlin’s fire engines went electric in 1908; the future looked bright, clean and silent.

By the 1930s, however, the tide had definitively turned against electric, cursed by range limitations and impractical charging times while petrol gained the upper hand thanks partly – and ironically – to the electric starter motor. The Horseless Age magazine, which vehemently backed the petrol non-horse, would have been delighted. There was a brief resurgence of interest in the late 1960s, when the US Congress passed a bill promoting electrical vehicle development, but nothing much actually happened until the Nissan Leaf sparked interest in 2009. Electric still isn’t quite there yet, battling infrastructure and battery problems that might have been familiar to Anderson and friends.


Adapted from The Guardian, Tuesday 24 October 2023, p. 6 https://www.theguardian.com/lifeandstyle/series/shock-of-the-old/2023/oct/24/all
The idiom in “the tide had definitively turned” (5th paragraph) implies that the course of events had:

ID: 1023319•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
Câmara dos Deputados•
manhã•
2023

Read Text II and answer the question that follow it


Text II


Boy cries Wolf


After astonishing breakthroughs in artificial intelligence, many people worry that they will end up on the economic scrapheap. Global Google searches for “is my job safe?” have doubled in recent months, as people fear that they will be replaced with large language models (LLMS). Some evidence suggests that widespread disruption is coming. In a recent paper Tyna Eloundou of OpenAI and colleagues say that “around 80% of the US workforce could have at least 10% of their work tasks affected by the introduction of LLMS”. Another paper suggests that legal services, accountancy and travel agencies will face unprecedented upheaval.


Economists, however, tend to enjoy making predictions about automation more than they enjoy testing them. In the early 2010s many of them loudly predicted that robots would kill jobs by the millions, only to fall silent when employment rates across the rich world rose to all-time highs. Few of the doom-mongers have a good explanation for why countries with the highest rates of tech usage around the globe, such as Japan, Singapore and South Korea, consistently have among the lowest rates of unemployment.


Here we introduce our first attempt at tracking AI’s impact on jobs. Using American data on employment by occupation, we single out white-collar workers. These include people working in everything from back-office support and financial operations to copy-writers. White-collar roles are thought to be especially vulnerable to generative AI, which is becoming ever better at logical reasoning and creativity.


However, there is as yet little evidence of an AI hit to employment. In the spring of 2020 white-collar jobs rose as a share of the total, as many people in service occupations lost their job at the start of the covid-19 pandemic. The white-collar share is lower today, as leisure and hospitality have recovered. Yet in the past year the share of employment in professions supposedly at risk from generative AI has risen by half a percentage point.


It is, of course, early days. Few firms yet use generative-AI tools at scale, so the impact on jobs could merely be delayed. Another possibility, however, is that these new technologies will end up destroying only a small number of roles. While AI may be efficient at some tasks, it may be less good at others, such as management and working out what others need.


AI could even have a positive effect on jobs. If workers using it become more efficient, profits at their company could rise which would then allow bosses to ramp up hiring. A recent survey by Experis, an IT-recruitment firm, points to this possibility. More than half of Britain’s employers expect AI technologies to have a positive impact on their headcount over the next two years, it finds.


To see how it all shakes out, we will publish updates to this analysis every few months. But for now, a jobs apocalypse seems a way off.


From The Economist June 17th 2023, p. 71
In the last sentence of the first paragraph, when the paper mentions an “upheaval”, it refers to the possibility of a future

ID: 1021798•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
EPE•
Administração Geral Administração•
2024

Text I


Office Culture



Companies are clawing to bring back pre-pandemic perks and that 'family' feeling – but employees want something more tangible.


Many employers are calling employees back into offices, trying to restore the workplace of pre-pandemic days. Along with filling seats, they're also looking to bring back another relic: office culture.


Pre-2020, office culture was synonymous with the 'cool' office: think places to lounge, stocked pantries and in-office happy hours that went all out; or luxe retreats and team-building exercises meant to foster the feeling of 'family'. In past years, these perks drew many workers to the office – in some cases, entire companies defined themselves by their office cultures.


The world of work looks and feels entirely different than just a few years ago – yet many companies are still intent on recreating the office cultures workers left behind as they abandoned their desks in 2020. While these companies are making some gestures to adapt – for instance, redesigning spaces to accommodate new preferences and hybrid-work habits – many are still set on bringing back what lured in workers before the pandemic.


Yet swaths of employees simply aren't interested in going backward. Instead of trust-falls and cold brew on tap, employees are demanding flexible work, equitable pay and a focus on humanity in the workplace that transcends the perks they sought years earlier.

Workers' shifting priorities are a natural consequence of the Covid-19 pandemic, says Georgina Fraser, head of human capital for global commercial real-estate firm CBRE. "The pandemic gave us autonomy in a way that we haven't had previously," she says. "It gave us the opportunity to choose how we structured our working days."


And now that workers have experienced that level of work-life balance, they won't settle for less. Fraser adds: "Post-pandemic, we saw a resurgence of people being very vocal about what they wanted and needed, not just from office culture, but from the wider world."


Now, she says, workers aren't shy about "wanting to be seen as a whole human – and that filters down to their physical location, how [employers] manage them, what support they receive and how [employers] integrate technologies between home and office in order to support them".


One major factor in this changing attitude is that many employees feel office culture simply isn't applicable in a remoteand hybrid-first world, where the physical office can feel superfluous. Now that the workplace doesn't serve as the culture hub it once did, "companies have really struggled to redefine the role of the office", says Lewis Beck, CBRE's head of workplace for Europe. Office culture that was once meant to get employees excited doesn't have the same pull when workplaces are only onethird full.



Adapted from: https://www.bbc.com/worklife/article/20240229-office-culture-isdead
Trust-falls (4th paragraph) are group activities aimed at

ID: 1021797•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
EPE•
Administração Geral Administração•
2024

Text I


Office Culture



Companies are clawing to bring back pre-pandemic perks and that 'family' feeling – but employees want something more tangible.


Many employers are calling employees back into offices, trying to restore the workplace of pre-pandemic days. Along with filling seats, they're also looking to bring back another relic: office culture.


Pre-2020, office culture was synonymous with the 'cool' office: think places to lounge, stocked pantries and in-office happy hours that went all out; or luxe retreats and team-building exercises meant to foster the feeling of 'family'. In past years, these perks drew many workers to the office – in some cases, entire companies defined themselves by their office cultures.


The world of work looks and feels entirely different than just a few years ago – yet many companies are still intent on recreating the office cultures workers left behind as they abandoned their desks in 2020. While these companies are making some gestures to adapt – for instance, redesigning spaces to accommodate new preferences and hybrid-work habits – many are still set on bringing back what lured in workers before the pandemic.


Yet swaths of employees simply aren't interested in going backward. Instead of trust-falls and cold brew on tap, employees are demanding flexible work, equitable pay and a focus on humanity in the workplace that transcends the perks they sought years earlier.

Workers' shifting priorities are a natural consequence of the Covid-19 pandemic, says Georgina Fraser, head of human capital for global commercial real-estate firm CBRE. "The pandemic gave us autonomy in a way that we haven't had previously," she says. "It gave us the opportunity to choose how we structured our working days."


And now that workers have experienced that level of work-life balance, they won't settle for less. Fraser adds: "Post-pandemic, we saw a resurgence of people being very vocal about what they wanted and needed, not just from office culture, but from the wider world."


Now, she says, workers aren't shy about "wanting to be seen as a whole human – and that filters down to their physical location, how [employers] manage them, what support they receive and how [employers] integrate technologies between home and office in order to support them".


One major factor in this changing attitude is that many employees feel office culture simply isn't applicable in a remoteand hybrid-first world, where the physical office can feel superfluous. Now that the workplace doesn't serve as the culture hub it once did, "companies have really struggled to redefine the role of the office", says Lewis Beck, CBRE's head of workplace for Europe. Office culture that was once meant to get employees excited doesn't have the same pull when workplaces are only onethird full.



Adapted from: https://www.bbc.com/worklife/article/20240229-office-culture-isdead
The extract what lured in workers (3rd paragraph) implies that workers were

ID: 1022334•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
SEEC RN•
Professor de Língua Inglesa•
2025

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:

Plastic Dreams


by Sarah Thompson

Plastic dreams, oh plastic dreams, a vision turned nightmare,


Once a symbol of progress, now a burden we must bear.


Our landfills overflow with your synthetic remains,


A haunting testament to our unsustainable chains.


Plastic dreams, oh plastic dreams, a promise unfulfilled,


Your convenience a facade, your consequences concealed.


Let us wake from this slumber, this toxic desire,


To create a world where nature's essence can inspire.


In our hands lies the power, to choose a different fate,


To abandon plastic dreams and embrace a sustainable state.


For only through conscious choices, can we break this vicious spell,


And ensure a future where our planet and poetry can dwell.



From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson

The goal of this text is to

ID: 1022644•
Inglês•
Interpretação de texto Reading comprehension•
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Prefeitura de Canaã dos Carajás PA•
Professor de Inglês•
2025

READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.


TEXT IV


Assessment for Young Learners in the English Language Classroom



All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.


Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF


“However” in “In true terms, however, assessment is the process of collecting and interpreting evidence” introduces a(n)

ID: 1021897•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
Prefeitura de São Lourenço da Mata PE•
Professor de Língua Inglesa•
2024

Atenção! Leia o texto a seguir para responder à questão.



Are functional and situational language the same thing?


The two labels represent different ways of organising this kind of social language. Functional language comprises expressions that do different things, for example: make a request, invite someone to do something or suggest something. Situational language comprises expressions we use in specific situations, for example: at a restaurant, shopping for clothes or asking for tourist information.

Clearly, there is overlap between the two. In the situation of a doctor’s appointment, different functions will be used. The patient makes a request at a doctor’s appointment, the doctor invites the patient into their consulting room and gives advice on dealing with the medical problem. It is important that you, the teacher, know the primary focus of the lesson. Is it to present and practise expressions associated with a particular function, or to present and practise language related to a specific situation?


THAINE, Craig. Key considerations for teaching functional/situational language. Disponível em: https://www.cambridge.org/elt/blog/2021/11/24/teachingfunctional-situational-language/. Acesso em: 11 jul. 2024. Adaptado.

O texto discorre sobre a diferença entre ‘functional language’ e ‘situational language’. Após a leitura, identifique se as frases abaixo se enquadram em functional language (1) ou situational language (2).

( ) I’d like to book a room for two people, please.
( ) I’m really sorry for the inconvenience.
( ) Would you like some help with that?
( ) Do you have these pants in a size medium?

A sequência correta dessa associação é:

ID: 1023297•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
TCE SP•
TI•
2023

Is It Live, or Is It Deepfake?


It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape. Today we have something new to be in awe of: deepfakes. Deepfakes include hyperrealistic videos that use artificial intelligence (AI) to create fake digital content that looks and sounds real. The word is a portmanteau of “deep learning” and “fake.” Deepfakes are everywhere: from TV news to advertising, from national election campaigns to wars between states, and from cybercriminals’ phishing campaigns to insurance claims that fraudsters file. And deepfakes come in all shapes and sizes — videos, pictures, audio, text, and any other digital material that can be manipulated with AI. One estimate suggests that deepfake content online is growing at the rate of 400% annually.


There appear to be legitimate uses of deepfakes, such as in the medical industry to improve the diagnostic accuracy of AI algorithms in identifying periodontal disease or to help medical professionals create artificial patients (from real patient data) to safely test new diagnoses and treatments or help physicians make medical decisions. Deepfakes are also used to entertain, as seen recently on America’s Got Talent, and there may be future uses where deepfake could help teachers address the personal needs and preferences of specific students.


Unfortunately, there is also the obvious downside, where the most visible examples represent malicious and illegitimate uses. Examples already exist.


Deepfakes also involve voice phishing, also known as vishing, which has been among the most common techniques for cybercriminals. This technique involves using cloned voices over the phone to exploit the victim’s professional or personal relationships by impersonating trusted individuals. In March 2019, cybercriminals were able to use a deepfake to fool the CEO of a U.K.-based energy firm into making a US$234,000 wire transfer. The British CEO who was victimized thought that the person speaking on the phone was the chief executive of the firm’s German parent company. The deepfake caller asked him to transfer the funds to a Hungarian supplier within an hour, emphasizing that the matter was extremely urgent. The fraudsters used AI-based software to successfully imitate the German executive’s voice. […]


What can be done to combat deepfakes? Could we create deepfake detectors? Or create laws or a code of conduct that probably would be ignored?


There are tools that can analyze the blood flow in a subject’s face and then compare it to human blood flow activity to detect a fake. Also, the European Union is working on addressing manipulative behaviors.


There are downsides to both categories of solutions, but clearly something needs to be done to build trust in this emerging and disruptive technology. The problem isn’t going away. It is only increasing.


Authors


Nit Kshetri, Bryan School of Business and Economics, University of North Carolina at Greensboro, Greensboro, NC, USA


Joanna F. DeFranco, Software Engineering, The Pennsylvania State University, Malvern, PA, USA Jeffrey Voas, NIST, USA


Adapted from: https://www.computer.org/csdl/magazine/co/2023/07/10154234/ 1O1wTOn6ynC
Based on the text, mark the statements below as true (T) or false (F).

( ) Deepfakes are circumscribed to certain areas of action.
( ) The sole aim of deepfake technology is to spread misinformation.
( ) Evidence shows that even high-ranking executives can be easy targets to vishing techniques.

The statements are, respectively:

ID: 1023602•
Inglês•
Interpretação de texto Reading comprehension•
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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)

According to the third paragraph, NLG’s pedagogy of multiliteracies finds its roots in

ID: 1022584•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
EPE•
Bioenergia•
2024

Text I


Shock of the old: Believe it or not, battery-powered vehicles
have been around since Victorian times.

The history of the electric car is surprisingly enraging. If you imagine early electric vehicles at all (full disclosure: I didn’t until recently), it will probably be as the quixotic and possibly dangerous dream of a few eccentrics, maybe in the 1920s or 1930s, when domestic electrification became widespread. It’s easy to imagine some stiff-collared proto-Musk getting bored of hunting and affairs, eyeing his newly installed electric lights speculatively, then wreaking untold havoc and mass electrocutions. The reality is entirely different.

By 1900, a third of all cars on the road in the US were electric; we’re looking at the history of a cruelly missed opportunity, and it started astonishingly early. The Scottish engineer Robert Anderson had a go at an electric car of sorts way back in the 1830s, though his invention was somewhat stymied by the fact rechargeable batteries were not invented until 1859, making his crude carriage something of a one-trick pony (and far less useful than an actual pony).

It’s debatable whether or not Scotland was ready for this brave new world anyway: in 1842, Robert Davidson (another Scot, who had, a few years earlier, also tried his hand at an electric vehicle) saw his electric locomotive Galvani “broken by some malicious hands almost beyond repair” in Perth. The contemporary consensus was that it was attacked by railway workers fearful for their jobs.

Despite this unpromising start, electric vehicles had entered widespread commercial circulation by the start of the 20th century, particularly in the US. Electric cabs crisscrossed Manhattan, 1897’s bestselling US car was electric and, when he was shot in 1901, President McKinley was taken to hospital in an electric ambulance. London had Walter Bersey’s electric taxis, and Berlin’s fire engines went electric in 1908; the future looked bright, clean and silent.

By the 1930s, however, the tide had definitively turned against electric, cursed by range limitations and impractical charging times while petrol gained the upper hand thanks partly – and ironically – to the electric starter motor. The Horseless Age magazine, which vehemently backed the petrol non-horse, would have been delighted. There was a brief resurgence of interest in the late 1960s, when the US Congress passed a bill promoting electrical vehicle development, but nothing much actually happened until the Nissan Leaf sparked interest in 2009. Electric still isn’t quite there yet, battling infrastructure and battery problems that might have been familiar to Anderson and friends.


Adapted from The Guardian, Tuesday 24 October 2023, p. 6 https://www.theguardian.com/lifeandstyle/series/shock-of-the-old/2023/oct/24/all

Based on the text, mark the statements below as TRUE (T) or FALSE (F).

( ) The history of electric cars has been fraught with flawed assumptions.

( ) Robert Anderson’s invention in the 1830s was triggered off by the launching of rechargeable batteries.

( ) The 19th century Scottish locomotive engineer is said to have quashed social resistance.

The statements are, respectively,

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2024

TEXT II


Language matters. The words we use shape the stories we construct of people and places, and ultimately, the policies and decisions we make.


Source: https://jpia.princeton.edu/news/do-what-i-say-not-what-i-do-decolonizinglanguage-international-development
The point of this statement is that language

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Interpretação de texto Reading comprehension•
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Prefeitura de São Lourenço da Mata PE•
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2024

Atenção! Leia o texto a seguir para responder à questão.



Abstract


Over the past few decades, South Korean culture has gained popularity worldwide. Since the 1990s, government-led cultural policies have transitioned from focusing on economic strategy to national branding and soft power and have had a positive impact on the domestic ecosystem of cultural industry and contributed to promoting South Korea abroad. There are three aspects contributing to the development of South Korean soft power—the successful history with economic development and democratization, the development of creative content that led to global competitiveness due to the compressed growth experience and the limited domestic market, and the development of digital technology, especially the change in the media environment. However, this increased soft power is still limited as a tool to handle problems facing South Korea, mainly because of the nation’s geopolitical situation. South Korea should pay more attention to active participation in specific global agendas— especially in development and cooperation, emerging technology, and human rights issues. As a beneficiary of the existing liberal international order, South Korea achieved a prosperous economy and democracy. This aspect provides a cornerstone upon which to build South Korean cultural resources and promote them beyond its borders. South Korea should contribute creating public goods through its active engagement and leadership on various global agendas. This dedication to the international community ultimately benefits South Korea in the long run.


KIM, Minsung. The Growth of South Korean Soft Power and Its Geopolitical Implications. Disponível em: https://www.airuniversity.af.edu/JIPA/Display/Article/3212634/the-growth-ofsouth-korean-soft-power-and-its-geopolitical-implications/. Acesso em: 12 ago. 2024. Adaptado.

O texto acima ressalta características positivas sobre o crescimento e a projeção da Coreia do Sul no mundo. Apesar disso, o autor faz ressalvas quanto ao uso desse crescimento para lidar com algumas pautas de relevância mundial. Uma dessas ressalvas diz respeito

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2024

Atenção! Leia o texto a seguir para responder à próxima questão.


The Two Goats


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

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


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

Pelo contexto da fábula, pode-se inferir corretamente que o termo ‘chasm’, em português, corresponde a:

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Interpretação de texto Reading comprehension•
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Prefeitura de Canaã dos Carajás PA•
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2025

READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.


TEXT IV


Assessment for Young Learners in the English Language Classroom



All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.


Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF


As regards Text IV, analyse the assertions below:

I. Assessment should be dissociated from the learning process.

II. Summative evaluations tend to overlook details.

III. Achievement tests must take place at the beginning of the year.

Choose the correct answer.

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2023

The Future Of Accounting:
How Will Digital Transformation Impact Accountants?


In business, as in life, change is the only true constant. From mitigating unprecedented business disruptors to adapting to new operational paradigms, professionals in all industries find themselves dealing with major changes — many of them driven by emerging technologies.

Accounting is no exception. The profession has moved far beyond mere bookkeeping and payroll, and like its partner procurement, it’s taking an increasingly strategic role for forward-thinking businesses. While some pundits say accounting has a dim future in the digital world of tomorrow, technologies such as cloud-based data management, process automation and advanced analytics are actually poised to further elevate accountants in new and empowering ways.

As far back as 2015, industry leaders were sounding the death knell for accountants, convinced emerging technologies — particularly automation — would end in death by digital for accountancy as we know it. And as recently as 2019, accountants surveyed by Robert Half on the impact of automation on their profession expressed concerns about being replaced, having fewer opportunities for creative problem-solving and an overdependence on tech in completing daily tasks.

Yet, the events between then and now, including the Covid-19 pandemic, have instead shown that accountants, like other professionals, need to worry much more about adaptation than replacement.

There's no question that digital transformation has radically changed the playing field. Big data has become a rich resource that needs to be tapped to compete effectively. But for businesses ready to leverage the potential of digital tools, this shift is an opportunity, not a threat.

[…]

Both the skill set and the job description for tomorrow's accountant will be greatly expanded, while still hewing to the core competencies of the profession. Supported by technology in a collaborative setting, accounting teams will be populated with both dedicated accounting professionals and subject matter experts from other areas of the business.

Tomorrow's accountants may play an advisory role, welcoming business intelligence and procurement professionals and working to chart a strategic sourcing plan. They could leverage data management tools, including augmented reality, to humanize and contextualize spend data for the C-suite to make better decisions based on long-term value rather than return on investment alone.

With more diverse skill sets and greater technical acumen, accountants can bring their own expertise to teams in other business units, providing crucial financial intelligence, refining budgets or ensuring compliance. […]

As a function, accounting may become less about refining one's skill set through certifications and more about core competencies that grow over time, with a focus on lifelong education and skill development required to take on a complex, ever-changing business environment.

Automation and other data-driven technologies are poised to free accountants, not constrain them. Organizations thatunderstand the potential and importance of these technologies — and invest in the tools and training required to help their accountants take full advantage — will be ahead of the curve. Tomorrow's accountants will play a more creative and strategic role in their companies. As a result, their businesses will not only enjoy more efficient workflows and reap more useful insights from their accounting processes, but help strengthen their own resiliency, agility and competitive footing.


Adapted from: https://www.forbes.com/sites/forbestechcouncil/2021/05/19/thefuture-of-accounting-how-will-digital-transformation-impactaccountants/?sh=343b437853fb
Regarding the effects of technology, the outlook the text provides for accountancy is

ID: 1021873•
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2024

TEXT I


What is the definition of translanguaging?



For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


“When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
“Such as” in “such as state standardized tests” (3rd paragraph) signals an:

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2024

TEXT II


Language matters. The words we use shape the stories we construct of people and places, and ultimately, the policies and decisions we make.


Source: https://jpia.princeton.edu/news/do-what-i-say-not-what-i-do-decolonizinglanguage-international-development
The adverb “ultimately” can be replaced by
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