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ID: 1023600•
Inglês•
Interpretação de texto Reading comprehension•
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)

The manifesto mentioned in Text I was announced

ID: 1023731•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
TCE GO•
Ciencias Contabeis•
2024

READ THE TEXT AND ANSWER QUESTION:


Artificial intelligence and the future of humanity

Thinking and learning about artificial intelligence are the mental equivalent of a fission chain reaction. The questions get really big, really quickly.

The most familiar concerns revolve around short-term impacts: the opportunities for economic productivity, health care, manufacturing, education, solving global challenges such as climate change and, on the flip side, the risks of mass unemployment, disinformation, killer robots, and concentrations of economic and strategic power.

Each of these is critical, but they’re only the most immediate considerations. The deeper issue is our capacity to live meaningful, fulfilling lives in a world in which we no longer have intelligence supremacy.

As long as humanity has existed, we’ve had an effective monopoly on intelligence. We have been, as far as we know, the smartest entities in the universe.

At its most noble, this extraordinary gift of our evolution drives us to explore, discover and expand. Over the past roughly 50,000 years—accelerating 10,000 years ago and then even more steeply from around 300 years ago—we’ve built a vast intellectual empire made up of science, philosophy, theology, engineering, storytelling, art, technology and culture.

If our civilisations—and in varying ways our individual lives—have meaning, it is found in this constant exploration, discovery and intellectual expansion.

Intelligence is the raw material for it all. But what happens when we’re no longer the smartest beings in the universe? We haven’t yet achieved artificial general intelligence (AGI)—the term for an AI that could do anything we can do. But there’s no barrier in principle to doing so, and no reason it wouldn’t quickly outstrip us by orders of magnitude.

Even if we solve the economic equality questions through something like a universal basic income and replace notions of ‘paid work’ with ‘meaningful activity’, how are we going to spend our lives in ways that we find meaningful, given that we’ve evolved to strive and thrive and compete?


Adapted from https://www.aspistrategist.org.au/artificialintelligence-and-the-future-of-humanity/
According to the text, the word that “this extraordinary gift” (5th paragraph) refers to is our

ID: 1024048•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
Prefeitura de Macaé RJ•
Língua Inglesa•
2024

TEXT IV


Understanding stereotypes



Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.


One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.


Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.



Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
In this context, the word that is similar in meaning to “harmless” (2nd paragraph) is

ID: 1023318•
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
By calling some economists “doom-mongers” in “Few of the doom-mongers have a good explanation” (2nd paragraph), the authors

ID: 1023603•
Inglês•
Interpretação de texto Reading comprehension•
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)

The option that is in line with the BNCC (Base Nacional Comum Curricular) and Text I is

ID: 1023728•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
TCE GO•
Ciencias Contabeis•
2024

READ THE TEXT AND ANSWER QUESTION:


Artificial intelligence and the future of humanity

Thinking and learning about artificial intelligence are the mental equivalent of a fission chain reaction. The questions get really big, really quickly.

The most familiar concerns revolve around short-term impacts: the opportunities for economic productivity, health care, manufacturing, education, solving global challenges such as climate change and, on the flip side, the risks of mass unemployment, disinformation, killer robots, and concentrations of economic and strategic power.

Each of these is critical, but they’re only the most immediate considerations. The deeper issue is our capacity to live meaningful, fulfilling lives in a world in which we no longer have intelligence supremacy.

As long as humanity has existed, we’ve had an effective monopoly on intelligence. We have been, as far as we know, the smartest entities in the universe.

At its most noble, this extraordinary gift of our evolution drives us to explore, discover and expand. Over the past roughly 50,000 years—accelerating 10,000 years ago and then even more steeply from around 300 years ago—we’ve built a vast intellectual empire made up of science, philosophy, theology, engineering, storytelling, art, technology and culture.

If our civilisations—and in varying ways our individual lives—have meaning, it is found in this constant exploration, discovery and intellectual expansion.

Intelligence is the raw material for it all. But what happens when we’re no longer the smartest beings in the universe? We haven’t yet achieved artificial general intelligence (AGI)—the term for an AI that could do anything we can do. But there’s no barrier in principle to doing so, and no reason it wouldn’t quickly outstrip us by orders of magnitude.

Even if we solve the economic equality questions through something like a universal basic income and replace notions of ‘paid work’ with ‘meaningful activity’, how are we going to spend our lives in ways that we find meaningful, given that we’ve evolved to strive and thrive and compete?


Adapted from https://www.aspistrategist.org.au/artificialintelligence-and-the-future-of-humanity/
The expression “such as” in “such as climate change” (2nd paragraph) can be replaced without significant change in meaning by

ID: 1023397•
Inglês•
Interpretação de texto Reading comprehension•
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 figure of speech that the excerpt “by weaving together a series of knowledge representations into a cohesive tapestry” (3rd paragraph) offers is a(n):

ID: 1024381•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
Prefeitura de Canaã dos Carajás PA•
Professor de Inglês•
2025

READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT


TEXT I


National Assessment Reform: Core Considerations for Brazil


Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.



Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D

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

( ) The three opening sentences convey an encouraging outlook.

( ) In 2018, PISA showed Brazilian students scored higher in Mathematics and Science than in reading.

( ) According to the 2018 results, most Brazilian students are able to perceive bias in texts.

The statements are, respectively:

ID: 1024387•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
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


This text holds the view that assessment should be

ID: 1023390•
Inglês•
Interpretação de texto Reading comprehension•
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
Based on Text I, mark the statements below as TRUE (T) or FALSE (F).

( ) The concept of literacy has become more complex over time.
( ) In today’s literacy classroom, the issue of fake news is to be avoided.
( ) Multimodal communicative practices aim at targets beyond language learning.

The statements are, respectively,

ID: 1023391•
Inglês•
Interpretação de texto Reading comprehension•
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
Analyse the assertions below based on Text I:

I. The digital age has been demanding changes to curriculum content.
II. In a multimodal approach, teachers bear in mind students’ identities.
III. Teachers should prevent students from bringing world knowledge into the classroom.

Choose the correct answer:

ID: 1024060•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
Prefeitura de Caraguatatuba SP•
Inglês•
2024

Text IV


Diversity and Inclusive Teaching


Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. […]


Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explorenew ideas, feel safe to express their views in a civil manner, and are respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.


Adapted from https://ctal.udel.edu/resources-2/inclusive-teaching/

Analyse the assertions below based on Text IV:

I. The concepts discussed in the text must not be combined. II. Polite self-expression is encouraged by inclusive teaching. III. Inclusion is a target that should be met.

Choose the correct answer:
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