Questões de Concurso Sobre advérbios e conjunções | adverbs and conjunctions em inglês

Instruction: answer questions 31 to 40 based on the following text. The highlights throughout the text are cited in the questions.

Carnival

1. ______ Carnival is ____ festival celebrated in _____countries of Catholic tradition, often
2. with public parades of playful, imaginative wagons typically called "floats, masking, jokes and
3. feasts”.
4. Etymology
5. The word carnival comes from the Latin "carnem levare" (=eliminate meat) and
6. originally indicated the banquet that was held on the last day of Carnival (Mardi Gras),
7. immediately before Lent, the period of fasting and abstinence when Christians would abstain
8. _____ meat. The first evidence of the use of the word "carnevale" (or "carnevalo") are the texts
9. of minstrel Matazone da Caligano of the late 13th century and writer Giovanni Sercambi around
10. 1400.
11. Carnival period
12. In Catholic countries, traditionally Carnival begins on the Septuagesima Sunday (70
13. days to Easter, it was the first of the nine Sundays before the Holy Week in the Gregorian
14. calendar), and in the Roman rite ends on the Tuesday before Ash Wednesday, which marks the
15. beginning of Lent. The climax is usually from Thursday until Tuesday, the last day of Carnival.
16. Being connected with Easter which is a moveable feast, the final dates of Carnival vary each
17. year, though in some places it may begin already on 17^th January. Since Catholic Easter is on
18. the Sunday after the 17first full moon of spring, therefore from 22 March to 25 April, and since
19. there are 46 days between Ash Wednesday and Easter, then in non-leap years the last day of
20. Carnival, Mardi Gras, can fall any time within February 3 to March 9.
21. In the Ambrosian rite, which is followed in the Archdiocese of Milan and in some
22. neighboring dioceses, Lent begins with the first Sunday of Lent, therefore the last day of
23. Carnival is on Saturday, four days later than the Mardi Gras in other areas of Italy.
24. Carnival in antiquity
25. Although present in the Catholic tradition, Carnival has its origins in much older
26. celebrations, such as the Greek Dionysian festivals ("Anthesteria") or the Roman "Saturnalia".
27. During these ancient rites a temporary dissolution of the social obligations and hierarchies took
28. place in favor of chaos, jokes and even debauchery. From a historical and religious point of
29. view Carnival represented, therefore, a period of renewal, when chaos replaced the established
30. order, but once festive period was over, a new or the old order re-emerged for another cycle
31. until the next carnival.
32. In Babylon, shortly after the vernal equinox the process of the foundation of the cosmos
33. was re-enacted, described with the myth of the struggle of Marduk, the savior-god with Tiamat
34. the dragon, which ended with the victory of the former. During these ceremonies a procession
35. was held in which the forces of chaos were allegorically represented fighting the recreation of
36. the universe, that is the myth of the death and resurrection of Marduk, the savior. In the parade
37. there was a ship on wheels where the deities Moon and Sun were carried along a large avenue
38. - a symbol of the Zodiac - to the sanctuary of Babylon, symbol of the earth. This period was
39. accompanied by an unbridled freedom and a reversal of social order and morality.
40. In the Roman world the feast in honor of the Egyptian goddess Isis involved the presence
41. of masked groups, as told by Lucius Apuleius in the Metamorphoses (Book XI). Among the
42. Romans the end of the old year was represented by a man covered with goat skins, carried in
43. procession, hit with sticks and called Mamurius Veturius.
44. Carnival is therefore a moment in a mythic cycle, it is the movement of spirits between
45. heaven, earth and the underworld. In the spring, when the earth begins to show its power,
46. Carnival opens a passage between the earth and the underworld, whose souls must be honored
47. and for a short period the living lend them their bodies wearing masks. Masks therefore have
48. often an apotropaic meaning, as the wearer takes on the features of the spirit represented.
49. In the 15th and 16th centuries, the Medici in Florence organized large masked carts
50. called "Trionfi" accompanied by carnival songs and dances one, the "Trionfo di Bacco e Arianna"
51. also written by Lorenzo the Magnificent. In Rome under the Popes horse races took place and
52. a called the "race of moccoletti" where runners bearing lit candles tried to blow out each other's
53. candles.

(Available at: http://www.italyheritage.com/traditions/carnival/2023/04/14/ – text especially adapted for this test).

O texto seguinte servirá de base para responder às questões de 11 a 22.

Archaeological Areas of Pompei, Herculaneum and Torre Annunziata

(1º§) The World Heritage property includes three different archaeological areas: the ancient towns of Pompeii and Herculaneum together with the Villa of the Mysteries (to the west of Pompeii) and the Villa of the Papyri (to the west of Herculaneum), and the Villa A (Villa of Poppaea) and Villa B (Villa of Lucius Crassius Tertius) in Torre Annunziata. The vast expanse of the commercial town of Pompeii contrasts with the smaller but better-preserved remains of the smaller Herculaneum, while Villa A in Torre Annunziata gives a vivid impression of the opulent lifestyle enjoyed by the wealthier citizens of the early Roman Empire.

(2º§) When Vesuvius erupted in 79 AD, it engulfed the two flourishing Roman towns of Pompeii and Herculaneum, as well as the many wealthy countryside villas in the area. Pompeii was buried largely by a thick layer of volcanic ash and lapilli and Herculaneum disappeared under pyroclastic surges and flows. These sites have been progressively excavated and made accessible to the public since the mid-18th century. However, in the case of Herculaneum large areas of the ancient town still lie under the modern town and have only been explored and surveyed by the network of 18th-century tunnels that drew the attention of Grand Tour visitors, the basis still today for visiting the Herculaneum's underground ancient theatre. These areas are mostly not currently included in the World Heritage property.

(3º§) Pompeii, with its well-preserved buildings in an excavated area of 44 ha, is the only archaeological site in the world that provides a complete picture of an ancient Roman city. The main forum is flanked by a number of imposing public buildings, such as the Capitolium, the Basilica and temples and within the city there are also many public bath complexes, two theatres and an amphitheatre.

(4º§) In Herculaneum several impressive public buildings are well preserved, including a spacious palaestra accessed through a monumental gateway, two sets of public baths, one of which (Central Thermae) is monumental and vividly decorated, the College of the Priests of Augustus, and a theatre of standard form. The Villa of the Papyri, outside the city walls, is an opulent establishment. The town is also noteworthy for the completeness of its shops, still containing equipment such as enormous wine jars.

(5º§) Herculaneum's urban districts and seafront display a higher level of preservation with noteworthy conservation of upper floors thanks to the pyroclastic material that buried the town. Organic matter was often carbonized by the high temperatures and exceptionally preserved finds include everyday objects such as foodstuffs, architectural elements and wooden furniture.

(6º§) Both Pompeii and Herculaneum are renowned for their remarkable series of residential and commercial buildings, built along well-paved streets. The earliest is the atrium house, entirely inward-looking with a courtyard at its centre: the House of the Surgeon at Pompeii is a good example. Under Hellenistic influences, this type of house was enlarged and decorated with columns and arcades and equipped with large representative rooms. In its highest form, this type of Roman house, known from towns all over the Empire, developed into a veritable mansion, richly decorated and with many rooms, of which the House of the Faun and the House of the Chaste Lovers are outstanding examples.

(7º§) The suburban villas across the Vesuvian area are perhaps even more exceptional in terms of the scale of their buildings and grounds, as well as their lavish decorations. The Villa of the Mysteries is an enormous residence just outside Pompeii's city walls, developed from a modest house built in the 3rd century BC, named from the remarkable wall paintings in the triclinium, which depict the initiation rites ('mysteries') of the cult of Dionysus.

(8º§) The two villas in Torre Annunziata are both extraordinary examples of suburban buildings in the countryside of Pompeii. The villa A, so-called "of Poppaea", is a huge maritime residence built in the middle of the 1st century BCE, enlarged during the Imperial period and under restoration at the moment of the eruption. It is especially well known for its magnificent and well-preserved wall paintings, one of the most important examples of Roman painting with their superb illusionistic frescos of doors, colonnades and garden views. On the other hand, villa B is an excellent example of villa rustica provided with rooms and spaces designated for market activities such as storage of amphoras and trading of locally produced foodstuffs, especially wine.

(9º§) There were many changes to these buildings over time in response to changing circumstances of the owners; these include repairs and adjustments that were a response to the seismic events that led up to the AD 79 eruption and reflect a community living with changing environmental and economic conditions.

(10º§) A special feature of Pompeii is the wealth of graffiti on its walls. An election was imminent at the time of the eruption, and there are many political slogans scrawled on walls, as well as others of a more personal nature, often defamatory. At Herculaneum, the volcanic deposits preserved hundreds of wax tablets, some of which conserve legal documents, and more than 1,800 papyri scrolls containing Greek philosophical texts were found at the Villa of the Papyri.

(11º§) The diverse range of literary sources available in Pompeii and Herculaneum provides a picture of the final decades of these ancient cities and the image of socially complex and dynamic communities, representing exceptional evidence of typical ways of life in Roman society in the first century AD and the importance of texts in political and private life.

(12º§) Other important sources of archaeological evidence are the human remains of those who died in the eruption. Pompeii witnessed an early archaeological experiment when plaster was poured into voids found in the volcanic material and which allowed casts to be made of the forms of the human and animal victims and other organic material. At Herculaneum, on the other hand, about 300 skeletons were discovered along the ancient shoreline. The study of these significant samples of victims from the towns provides insight into their health, lifestyles and death and a chance to compare the two data sets. The casts themselves are important resources as they contain both skeletal remains and evidence of 19th- and 20th-century archaeological practice.

(13º§) Another important legacy of the twentieth century was the presentation of Herculaneum to the public as an 'open-air museum', perhaps Europe's first, with buildings reconstructed based on archaeological evidence and displays of original objects within the archaeological site. This concept of 'open-air museum' had already been adopted in some buildings in Pompeii, as a medium to communicate the meaning of ancient spaces, at the end of the 19th century.

(14º§) The impressive remains of the towns of Pompeii and Herculaneum and their associated villas, destroyed and yet preserved by Mount Vesuvius, provide a complete and vivid picture of society and daily life at a specific moment in the past that is unparalleled elsewhere. The rediscovery and history of these places as archaeological sites has captured the collective imagination century after century, shaping archaeological, art historical, conservation and interpretation practices in Europe and beyond.

(adapted) https://whc.unesco.org/en/list/829/

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)