Questões de Concurso Comentadas sobre interpretação de texto | reading comprehension em inglês

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Q4275637
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de São José do Cedro - SC Prova: AMEOSC - 2026 - Prefeitura de São José do Cedro - SC - Professor de Inglês - Edital nº 16 |
Q4275637 Inglês
Carnivorous great sundew plants produce sticky sweet-smelling secretions as a deadly trap to ensnare unsuspecting insects


The great sundew has a restricted distribution in Shetland, growing mainly in North Roe. It is generally a larger plant than the commoner round-leaved sundew, reaching up to 20 cm. The leaves are long and spatulate, narrowing at the hairless leaf stalks. Great sundew grows in wetter bog habitats than round-leaved sundew, often found at the margins of pools.

Round-leaved sundew has, as the name suggests, round leaves up to 1 cm across. The leaf stalks are covered in tiny hairs. It is often found growing on hummocks of sphagnum moss and on wet heaths. In late summer, both species of sundew produce tiny flowers, borne on long stems which arise from the centre of the rosette of leaves.

Sundews are carnivorous plants which grow in nutrient-poor, acidic soils. They supplement their nutrient supply by catching and digesting small invertebrates. The leaves are covered with red hairs, each tipped by a droplet. The name "sundew" refers to these glistening droplets resembling dew. The hairs are tiny glands, producing a sticky sweet-smelling secretion which attracts small insects like flies. Each droplet is a deadly trap, ensnaring the unsuspecting insect.

As the fly struggles to escape, the mucilage starts to clog up its spiracles, tiny holes through which it breathes. The leaf hairs are very sensitive, having detected the insect, they start to curl inward. Very slowly the leaves also curl inwards and the droplets exude an enzyme which starts to digest the soft parts of the fly. The resulting fly soup is then absorbed by the leaves. Several days later, the leaves uncurl and the remains of the insect are discarded. The droplets then reappear at the end of the tentacles and the trap is reset. It is estimated that a sundew can catch up to 2,000 insects during the summer.

Sundew flowers only open in sunny weather for a few hours during the day. Raised high above the insect-trapping leaves, the flowers attract pollinators such as flies and midges. However, the flowers can also self-pollinate. In winter, the sundews which grow in temperate climates form a resting bud to survive the cold, from which they re-grow in spring.

Ross-shire through the Lens: Lochcarron Highland Games Attadale wonderland!Ross-shire through the Lens: Lochcarron Highland Games Attadale wonderland!

Read More

Also growing in nitrogen-poor bogs and wet acidic heaths is another carnivorous plant, common butterwort. In spring, small green stars of yellow-green basal leaves appear flat to the ground. From this rosette two or three upright stalks grow, each producing small deep-purple flowers. Bees mainly pollinate these flowers but they can also self-pollinate.

Common butterwort also tops up its nutrients by catching and digesting prey. However, its bee pollinators are too large to be caught. Nearer the ground, small insects are trapped on the starfish-like leaves. These are covered in tiny sticky drops of mucilage so that they always look wet. The insects are attracted to the moisture and land on the leaf but quickly become stuck. The leaf edges slowly curl inwards to prevent escape and the plant secretes digestive enzymes which break down the soft parts of the insect. The liquefied nutrients are absorbed by the leaf before the leaf eventually uncurls to reveal the chitinous husk.

The common name, 'butterwort', refers to the fatty appearance of the leaves. Wort is an Old English word for a plant or herb. It was believed that rubbing butterwort leaves on a cow's udders would protect the cow from evil spirits and ensure a good supply of butter. The leaves were also used to curdle and thicken milk during cheese and butter making.

Birds of note this week included the queen eider in Lerwick harbour, a black-throated diver at Urafirth, an osprey in Unst, an eclipse male ring-necked duck at Clickimin, a ring-billed gull on Noss and a long-tailed skua at the airstrip in Foula.

The long-tailed skua is a scarce migrant, more commonly observed offshore in spring and autumn. Long-tailed skuas have a circumpolar distribution, breeding on the Arctic tundra, and are found in northern parts of Scandinavia. In summer, lemmings are a major part of their diet. After the breeding season, they migrate to the south Atlantic, spending the winter months at sea, feeding on fish. The smallest of the skuas, the long-tailed skua is about the size of a black-headed gull. Slim with long, slender wings, the flight is graceful and tern-like. In adult summer breeding plumage, it is readily identified by very long central tail feathers which can measure up to 20cm. The dark brown-grey upperparts, with black patches on the wings, contrast with pale underparts and a dark cap.

Cetacean sightings this week have included Risso's dolphin, white-beaked dolphin, common dolphin, harbour porpoise, minke and orca.


https://www.shetlandtimes.co.uk/news/carnivorous-plants-produce-stick
y-sweet-smelling-secretions-440918/
  A   teacher uses the passage to assess whether students can identify relationships between biological structures and their functions. Consider the statements concerning the capture and digestion mechanism of the sundew.

I.The mucilage may interfere with the spiracles through which the insect breathes.
II.Sensitive hairs detect the presence of prey and begin to curl inward.
III.Digestive enzymes break down the softer parts of the captured insect.
IV.The plant discards the nutrients before reopening its leaves.

Select the alternative that presents the correct statements.
Alternativas
Q4275636
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de São José do Cedro - SC Prova: AMEOSC - 2026 - Prefeitura de São José do Cedro - SC - Professor de Inglês - Edital nº 16 |
Q4275636 Inglês
Carnivorous great sundew plants produce sticky sweet-smelling secretions as a deadly trap to ensnare unsuspecting insects


The great sundew has a restricted distribution in Shetland, growing mainly in North Roe. It is generally a larger plant than the commoner round-leaved sundew, reaching up to 20 cm. The leaves are long and spatulate, narrowing at the hairless leaf stalks. Great sundew grows in wetter bog habitats than round-leaved sundew, often found at the margins of pools.

Round-leaved sundew has, as the name suggests, round leaves up to 1 cm across. The leaf stalks are covered in tiny hairs. It is often found growing on hummocks of sphagnum moss and on wet heaths. In late summer, both species of sundew produce tiny flowers, borne on long stems which arise from the centre of the rosette of leaves.

Sundews are carnivorous plants which grow in nutrient-poor, acidic soils. They supplement their nutrient supply by catching and digesting small invertebrates. The leaves are covered with red hairs, each tipped by a droplet. The name "sundew" refers to these glistening droplets resembling dew. The hairs are tiny glands, producing a sticky sweet-smelling secretion which attracts small insects like flies. Each droplet is a deadly trap, ensnaring the unsuspecting insect.

As the fly struggles to escape, the mucilage starts to clog up its spiracles, tiny holes through which it breathes. The leaf hairs are very sensitive, having detected the insect, they start to curl inward. Very slowly the leaves also curl inwards and the droplets exude an enzyme which starts to digest the soft parts of the fly. The resulting fly soup is then absorbed by the leaves. Several days later, the leaves uncurl and the remains of the insect are discarded. The droplets then reappear at the end of the tentacles and the trap is reset. It is estimated that a sundew can catch up to 2,000 insects during the summer.

Sundew flowers only open in sunny weather for a few hours during the day. Raised high above the insect-trapping leaves, the flowers attract pollinators such as flies and midges. However, the flowers can also self-pollinate. In winter, the sundews which grow in temperate climates form a resting bud to survive the cold, from which they re-grow in spring.

Ross-shire through the Lens: Lochcarron Highland Games Attadale wonderland!Ross-shire through the Lens: Lochcarron Highland Games Attadale wonderland!

Read More

Also growing in nitrogen-poor bogs and wet acidic heaths is another carnivorous plant, common butterwort. In spring, small green stars of yellow-green basal leaves appear flat to the ground. From this rosette two or three upright stalks grow, each producing small deep-purple flowers. Bees mainly pollinate these flowers but they can also self-pollinate.

Common butterwort also tops up its nutrients by catching and digesting prey. However, its bee pollinators are too large to be caught. Nearer the ground, small insects are trapped on the starfish-like leaves. These are covered in tiny sticky drops of mucilage so that they always look wet. The insects are attracted to the moisture and land on the leaf but quickly become stuck. The leaf edges slowly curl inwards to prevent escape and the plant secretes digestive enzymes which break down the soft parts of the insect. The liquefied nutrients are absorbed by the leaf before the leaf eventually uncurls to reveal the chitinous husk.

The common name, 'butterwort', refers to the fatty appearance of the leaves. Wort is an Old English word for a plant or herb. It was believed that rubbing butterwort leaves on a cow's udders would protect the cow from evil spirits and ensure a good supply of butter. The leaves were also used to curdle and thicken milk during cheese and butter making.

Birds of note this week included the queen eider in Lerwick harbour, a black-throated diver at Urafirth, an osprey in Unst, an eclipse male ring-necked duck at Clickimin, a ring-billed gull on Noss and a long-tailed skua at the airstrip in Foula.

The long-tailed skua is a scarce migrant, more commonly observed offshore in spring and autumn. Long-tailed skuas have a circumpolar distribution, breeding on the Arctic tundra, and are found in northern parts of Scandinavia. In summer, lemmings are a major part of their diet. After the breeding season, they migrate to the south Atlantic, spending the winter months at sea, feeding on fish. The smallest of the skuas, the long-tailed skua is about the size of a black-headed gull. Slim with long, slender wings, the flight is graceful and tern-like. In adult summer breeding plumage, it is readily identified by very long central tail feathers which can measure up to 20cm. The dark brown-grey upperparts, with black patches on the wings, contrast with pale underparts and a dark cap.

Cetacean sightings this week have included Risso's dolphin, white-beaked dolphin, common dolphin, harbour porpoise, minke and orca.


https://www.shetlandtimes.co.uk/news/carnivorous-plants-produce-stick
y-sweet-smelling-secretions-440918/
The passage states that common butterwort "tops up its nutrients by catching and digesting prey." The expression appears after the description of the nutrient-poor bogs and acidic heaths where the plant grows. Considering this relationship, the expression "tops up" indicates that the plant:
Alternativas
Q4261708
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FEPESE Órgão: Prefeitura de Brusque - SC Prova: FEPESE - 2026 - Prefeitura de Brusque - SC - Professor Língua Inglesa |
Q4261708 Inglês

Compreensão de textos em Língua Inglesa


The Importance of Didactics and

Methodology in English Language Teaching


Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.


Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.


Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.


Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.


Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.


Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.




Read the paragraph below about English as a Global Language.
“Interculturality highlights the role of the English language as a global means of communication, connecting people from different countries, cultures, and backgrounds. As an international language, English enables individuals to exchange ideas, collaborate, and build relationships across ________boundaries. At the same time, it reflects the richness of __________diversity and includes many linguistic and__________variations influenced by local traditions, accents, and expressions. Understanding these differences is essential for effective communication in international contexts, as it promotes respect, empathy, and __________ awareness. By using English in a way that values diversity, people can communicate more successfully and contribute to a more inclusive and interconnected world.”
Select the alternative containing the word that correctly completes all the blanks in the text.
Alternativas
Q4261707
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FEPESE Órgão: Prefeitura de Brusque - SC Prova: FEPESE - 2026 - Prefeitura de Brusque - SC - Professor Língua Inglesa |
Q4261707 Inglês

Compreensão de textos em Língua Inglesa


The Importance of Didactics and

Methodology in English Language Teaching


Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.


Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.


Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.


Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.


Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.


Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.




Analyze the following sentences from the text according to Linguistic Aspects of the English Language.
1. In the second paragraph of the text, the underlined word: …students’ progress, is the contracted form of the verb to be is.
2. The words on the other hand, in the third paragraph of the text is a conjunctive adverb (or a sentence connector), being used to introduce a contrasting fact.
3. The word their in bold (5th paragraph), in the sentence: Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary, refers to strategies.
4. In the following sentence: …an effective English teacher is not only knowledgeable about the language but also reflective…, the not only… but also construction is used to connect two similar, grammatically equal parts of a sentence.
Choose the alternative which presents the correct sequence:
Alternativas
Q4261706
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FEPESE Órgão: Prefeitura de Brusque - SC Prova: FEPESE - 2026 - Prefeitura de Brusque - SC - Professor Língua Inglesa |
Q4261706 Inglês

Compreensão de textos em Língua Inglesa


The Importance of Didactics and

Methodology in English Language Teaching


Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.


Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.


Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.


Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.


Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.


Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.




Study the sentences below and decide if they are true ( T ) or false ( F ), according to the text.
( ) Technology can be used to support English language learning. ( ) Assessment should only consist of written exams. ( ) Didactics helps teachers organize lessons and learning objectives. ( ) Modern English teaching usually follows only one methodology.
Choose the alternative which presents the correct sequence, from top to bottom.
Alternativas
Q4261705
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FEPESE Órgão: Prefeitura de Brusque - SC Prova: FEPESE - 2026 - Prefeitura de Brusque - SC - Professor Língua Inglesa |
Q4261705 Inglês

Compreensão de textos em Língua Inglesa


The Importance of Didactics and

Methodology in English Language Teaching


Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.


Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.


Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.


Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.


Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.


Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.




 Read the text carefully and mark the correct alternative.
Alternativas
Q4254774
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: Instituto UniFil Órgão: Prefeitura de Congonhinhas - PR Prova: Instituto UniFil - 2026 - Prefeitura de Congonhinhas - PR - Professor de Inglês |
Q4254774 Inglês
AI teachers and cybernetics - what could the world look like in 2050?

Laura Cress - Technology reporter


   The last 25 years has seen some mind-bending technological changes. At the start of the century, most computers connected to the internet with noisy dial-up connections, Netflix was an online DVD rental company, and the vast majority of people hadn't even heard of a smartphone. Fast forward two and a half decades, and innovations in AI, robotics and much else besides are emerging at an incredible rate. So we decided to ask experts what the next 25 years could bring. Here are their predictions for the technology we'll be using by 2050 - and how it could reshape our lives.

    Merging humans and machines

    Science fiction set in the 2050s is full of examples of humans using technological enhancements to feel fitter, happier and more productive. In the 2000 hit game Deus Ex - set in 2052 - the player can inject themselves with tiny robots called “nanites”. These microscopic robots manipulate matter on atomic levels, giving superhuman abilities such as enhanced speed and the ability to see in the dark. It sounds like something from the distant future, but nanotechnology - engineering at a scale of millionths of a millimetre - is already used in lots of everyday real-life tech. In fact, it is powering the way you are reading these very words right now - every smartphone or computer is run by a central chip made up of billions of tiny transistors - electrical components built on a nanoscale to speed up data processing. Professor Steven Bramwell at the London Centre for Nanotechnology told the BBC by 2050 we should expect the lines between machines, electronics and biology to be “significantly blurred”. That means we could see nanotechnology implants by then - but more to “monitor your health or aid communication” rather than to appear invisible, as in Deus Ex. Medicine could also make common use of machines at a nanometre scale to “deliver drugs to exactly where they need to go”, said Professor Bramwell. Cybernetics professor Kevin Warwick is equally interested in studying augmentations, going one step further than most. In 1998 he became the first human to have a microchip implanted into his nervous system, earning him the title “Captain Cyborg”. Professor Warwick believes by 2050, advancements in cybernetics - the science studying the links between natural and mechanical systems - could lead to trailblazing treatments for diseases. He predicts the use of “deep brain electronic stimulation” as a partial treatment for some conditions such as schizophrenia, rather than medicine. He adds it is likely we'll see more cybernetic enhancements of the kind he has already trialled himself, so that “your brain and body can be in different places”. And what if we wanted to test out how the latest enhancement, or even new diet worked on our bodies, without any risks of experiencing the side effects? Professor Roger Highfield, Science Director of the Science Museum, believes “digital twins” - virtual versions of a physical object, updated using real time data - could become a regular feature in our lives. He imagines a world where each of us could have “thousands of simplified twins”, using them to explore how “different medications or lifestyle changes affect your unique biology”. In other words, we could preview our futures before we live them.

     The next generation of AI  

    Many technology firms, including Google and IBM, are currently locked in a multi-billion dollar race to revolutionise how we push fields like AI even further - in the form of quantum computing. Quantum computers are machines which can do very complex calculations at incredibly fast speeds - for example, simulating molecular interactions to design new drugs faster. In January 2025, Jensen Huang - boss of the leading chip firm Nvidia - said he believed “very useful” quantum computing would come in 20 years. AI itself will undoubtedly continue to loom large in our society as we journey towards the half century mark. Futurist and author Tracey Follows, who helped write a White Paper on UK education in 2050, believes learning will take place across “virtual and physical realities” using AI teachers which “adjust in real time”. Rather than textbooks, she predicts children will use “immersive simulations”. Meanwhile, education will be less standardised, with each child's individual DNA or biometric data studied to understand how they learn best.

Available on https://www.bbc.com/news/articles/c865n800d5jo
Based on the “quadro organizador” concepts of contemporary English teaching, how does the text suggest the future of education will change regarding student data?
Alternativas
Q4254773
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: Instituto UniFil Órgão: Prefeitura de Congonhinhas - PR Prova: Instituto UniFil - 2026 - Prefeitura de Congonhinhas - PR - Professor de Inglês |
Q4254773 Inglês
AI teachers and cybernetics - what could the world look like in 2050?

Laura Cress - Technology reporter


   The last 25 years has seen some mind-bending technological changes. At the start of the century, most computers connected to the internet with noisy dial-up connections, Netflix was an online DVD rental company, and the vast majority of people hadn't even heard of a smartphone. Fast forward two and a half decades, and innovations in AI, robotics and much else besides are emerging at an incredible rate. So we decided to ask experts what the next 25 years could bring. Here are their predictions for the technology we'll be using by 2050 - and how it could reshape our lives.

    Merging humans and machines

    Science fiction set in the 2050s is full of examples of humans using technological enhancements to feel fitter, happier and more productive. In the 2000 hit game Deus Ex - set in 2052 - the player can inject themselves with tiny robots called “nanites”. These microscopic robots manipulate matter on atomic levels, giving superhuman abilities such as enhanced speed and the ability to see in the dark. It sounds like something from the distant future, but nanotechnology - engineering at a scale of millionths of a millimetre - is already used in lots of everyday real-life tech. In fact, it is powering the way you are reading these very words right now - every smartphone or computer is run by a central chip made up of billions of tiny transistors - electrical components built on a nanoscale to speed up data processing. Professor Steven Bramwell at the London Centre for Nanotechnology told the BBC by 2050 we should expect the lines between machines, electronics and biology to be “significantly blurred”. That means we could see nanotechnology implants by then - but more to “monitor your health or aid communication” rather than to appear invisible, as in Deus Ex. Medicine could also make common use of machines at a nanometre scale to “deliver drugs to exactly where they need to go”, said Professor Bramwell. Cybernetics professor Kevin Warwick is equally interested in studying augmentations, going one step further than most. In 1998 he became the first human to have a microchip implanted into his nervous system, earning him the title “Captain Cyborg”. Professor Warwick believes by 2050, advancements in cybernetics - the science studying the links between natural and mechanical systems - could lead to trailblazing treatments for diseases. He predicts the use of “deep brain electronic stimulation” as a partial treatment for some conditions such as schizophrenia, rather than medicine. He adds it is likely we'll see more cybernetic enhancements of the kind he has already trialled himself, so that “your brain and body can be in different places”. And what if we wanted to test out how the latest enhancement, or even new diet worked on our bodies, without any risks of experiencing the side effects? Professor Roger Highfield, Science Director of the Science Museum, believes “digital twins” - virtual versions of a physical object, updated using real time data - could become a regular feature in our lives. He imagines a world where each of us could have “thousands of simplified twins”, using them to explore how “different medications or lifestyle changes affect your unique biology”. In other words, we could preview our futures before we live them.

     The next generation of AI  

    Many technology firms, including Google and IBM, are currently locked in a multi-billion dollar race to revolutionise how we push fields like AI even further - in the form of quantum computing. Quantum computers are machines which can do very complex calculations at incredibly fast speeds - for example, simulating molecular interactions to design new drugs faster. In January 2025, Jensen Huang - boss of the leading chip firm Nvidia - said he believed “very useful” quantum computing would come in 20 years. AI itself will undoubtedly continue to loom large in our society as we journey towards the half century mark. Futurist and author Tracey Follows, who helped write a White Paper on UK education in 2050, believes learning will take place across “virtual and physical realities” using AI teachers which “adjust in real time”. Rather than textbooks, she predicts children will use “immersive simulations”. Meanwhile, education will be less standardised, with each child's individual DNA or biometric data studied to understand how they learn best.

Available on https://www.bbc.com/news/articles/c865n800d5jo
The text mentions that “lines between machines, electronics and biology” will be “significantly blurred.” In this context, what does the word “blurred” imply regarding the relationship between these fields?
Alternativas
Q4254771
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: Instituto UniFil Órgão: Prefeitura de Congonhinhas - PR Prova: Instituto UniFil - 2026 - Prefeitura de Congonhinhas - PR - Professor de Inglês |
Q4254771 Inglês
AI teachers and cybernetics - what could the world look like in 2050?

Laura Cress - Technology reporter


   The last 25 years has seen some mind-bending technological changes. At the start of the century, most computers connected to the internet with noisy dial-up connections, Netflix was an online DVD rental company, and the vast majority of people hadn't even heard of a smartphone. Fast forward two and a half decades, and innovations in AI, robotics and much else besides are emerging at an incredible rate. So we decided to ask experts what the next 25 years could bring. Here are their predictions for the technology we'll be using by 2050 - and how it could reshape our lives.

    Merging humans and machines

    Science fiction set in the 2050s is full of examples of humans using technological enhancements to feel fitter, happier and more productive. In the 2000 hit game Deus Ex - set in 2052 - the player can inject themselves with tiny robots called “nanites”. These microscopic robots manipulate matter on atomic levels, giving superhuman abilities such as enhanced speed and the ability to see in the dark. It sounds like something from the distant future, but nanotechnology - engineering at a scale of millionths of a millimetre - is already used in lots of everyday real-life tech. In fact, it is powering the way you are reading these very words right now - every smartphone or computer is run by a central chip made up of billions of tiny transistors - electrical components built on a nanoscale to speed up data processing. Professor Steven Bramwell at the London Centre for Nanotechnology told the BBC by 2050 we should expect the lines between machines, electronics and biology to be “significantly blurred”. That means we could see nanotechnology implants by then - but more to “monitor your health or aid communication” rather than to appear invisible, as in Deus Ex. Medicine could also make common use of machines at a nanometre scale to “deliver drugs to exactly where they need to go”, said Professor Bramwell. Cybernetics professor Kevin Warwick is equally interested in studying augmentations, going one step further than most. In 1998 he became the first human to have a microchip implanted into his nervous system, earning him the title “Captain Cyborg”. Professor Warwick believes by 2050, advancements in cybernetics - the science studying the links between natural and mechanical systems - could lead to trailblazing treatments for diseases. He predicts the use of “deep brain electronic stimulation” as a partial treatment for some conditions such as schizophrenia, rather than medicine. He adds it is likely we'll see more cybernetic enhancements of the kind he has already trialled himself, so that “your brain and body can be in different places”. And what if we wanted to test out how the latest enhancement, or even new diet worked on our bodies, without any risks of experiencing the side effects? Professor Roger Highfield, Science Director of the Science Museum, believes “digital twins” - virtual versions of a physical object, updated using real time data - could become a regular feature in our lives. He imagines a world where each of us could have “thousands of simplified twins”, using them to explore how “different medications or lifestyle changes affect your unique biology”. In other words, we could preview our futures before we live them.

     The next generation of AI  

    Many technology firms, including Google and IBM, are currently locked in a multi-billion dollar race to revolutionise how we push fields like AI even further - in the form of quantum computing. Quantum computers are machines which can do very complex calculations at incredibly fast speeds - for example, simulating molecular interactions to design new drugs faster. In January 2025, Jensen Huang - boss of the leading chip firm Nvidia - said he believed “very useful” quantum computing would come in 20 years. AI itself will undoubtedly continue to loom large in our society as we journey towards the half century mark. Futurist and author Tracey Follows, who helped write a White Paper on UK education in 2050, believes learning will take place across “virtual and physical realities” using AI teachers which “adjust in real time”. Rather than textbooks, she predicts children will use “immersive simulations”. Meanwhile, education will be less standardised, with each child's individual DNA or biometric data studied to understand how they learn best.

Available on https://www.bbc.com/news/articles/c865n800d5jo
According to futurist Tracey Follows, how will “AI teachers” function in the year 2050?
Alternativas
Q4254770
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: Instituto UniFil Órgão: Prefeitura de Congonhinhas - PR Prova: Instituto UniFil - 2026 - Prefeitura de Congonhinhas - PR - Professor de Inglês |
Q4254770 Inglês
AI teachers and cybernetics - what could the world look like in 2050?

Laura Cress - Technology reporter


   The last 25 years has seen some mind-bending technological changes. At the start of the century, most computers connected to the internet with noisy dial-up connections, Netflix was an online DVD rental company, and the vast majority of people hadn't even heard of a smartphone. Fast forward two and a half decades, and innovations in AI, robotics and much else besides are emerging at an incredible rate. So we decided to ask experts what the next 25 years could bring. Here are their predictions for the technology we'll be using by 2050 - and how it could reshape our lives.

    Merging humans and machines

    Science fiction set in the 2050s is full of examples of humans using technological enhancements to feel fitter, happier and more productive. In the 2000 hit game Deus Ex - set in 2052 - the player can inject themselves with tiny robots called “nanites”. These microscopic robots manipulate matter on atomic levels, giving superhuman abilities such as enhanced speed and the ability to see in the dark. It sounds like something from the distant future, but nanotechnology - engineering at a scale of millionths of a millimetre - is already used in lots of everyday real-life tech. In fact, it is powering the way you are reading these very words right now - every smartphone or computer is run by a central chip made up of billions of tiny transistors - electrical components built on a nanoscale to speed up data processing. Professor Steven Bramwell at the London Centre for Nanotechnology told the BBC by 2050 we should expect the lines between machines, electronics and biology to be “significantly blurred”. That means we could see nanotechnology implants by then - but more to “monitor your health or aid communication” rather than to appear invisible, as in Deus Ex. Medicine could also make common use of machines at a nanometre scale to “deliver drugs to exactly where they need to go”, said Professor Bramwell. Cybernetics professor Kevin Warwick is equally interested in studying augmentations, going one step further than most. In 1998 he became the first human to have a microchip implanted into his nervous system, earning him the title “Captain Cyborg”. Professor Warwick believes by 2050, advancements in cybernetics - the science studying the links between natural and mechanical systems - could lead to trailblazing treatments for diseases. He predicts the use of “deep brain electronic stimulation” as a partial treatment for some conditions such as schizophrenia, rather than medicine. He adds it is likely we'll see more cybernetic enhancements of the kind he has already trialled himself, so that “your brain and body can be in different places”. And what if we wanted to test out how the latest enhancement, or even new diet worked on our bodies, without any risks of experiencing the side effects? Professor Roger Highfield, Science Director of the Science Museum, believes “digital twins” - virtual versions of a physical object, updated using real time data - could become a regular feature in our lives. He imagines a world where each of us could have “thousands of simplified twins”, using them to explore how “different medications or lifestyle changes affect your unique biology”. In other words, we could preview our futures before we live them.

     The next generation of AI  

    Many technology firms, including Google and IBM, are currently locked in a multi-billion dollar race to revolutionise how we push fields like AI even further - in the form of quantum computing. Quantum computers are machines which can do very complex calculations at incredibly fast speeds - for example, simulating molecular interactions to design new drugs faster. In January 2025, Jensen Huang - boss of the leading chip firm Nvidia - said he believed “very useful” quantum computing would come in 20 years. AI itself will undoubtedly continue to loom large in our society as we journey towards the half century mark. Futurist and author Tracey Follows, who helped write a White Paper on UK education in 2050, believes learning will take place across “virtual and physical realities” using AI teachers which “adjust in real time”. Rather than textbooks, she predicts children will use “immersive simulations”. Meanwhile, education will be less standardised, with each child's individual DNA or biometric data studied to understand how they learn best.

Available on https://www.bbc.com/news/articles/c865n800d5jo
What is the purpose of “digital twins” according to Professor Roger Highfield? 
Alternativas
Q4254768
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: Instituto UniFil Órgão: Prefeitura de Congonhinhas - PR Prova: Instituto UniFil - 2026 - Prefeitura de Congonhinhas - PR - Professor de Inglês |
Q4254768 Inglês
AI teachers and cybernetics - what could the world look like in 2050?

Laura Cress - Technology reporter


   The last 25 years has seen some mind-bending technological changes. At the start of the century, most computers connected to the internet with noisy dial-up connections, Netflix was an online DVD rental company, and the vast majority of people hadn't even heard of a smartphone. Fast forward two and a half decades, and innovations in AI, robotics and much else besides are emerging at an incredible rate. So we decided to ask experts what the next 25 years could bring. Here are their predictions for the technology we'll be using by 2050 - and how it could reshape our lives.

    Merging humans and machines

    Science fiction set in the 2050s is full of examples of humans using technological enhancements to feel fitter, happier and more productive. In the 2000 hit game Deus Ex - set in 2052 - the player can inject themselves with tiny robots called “nanites”. These microscopic robots manipulate matter on atomic levels, giving superhuman abilities such as enhanced speed and the ability to see in the dark. It sounds like something from the distant future, but nanotechnology - engineering at a scale of millionths of a millimetre - is already used in lots of everyday real-life tech. In fact, it is powering the way you are reading these very words right now - every smartphone or computer is run by a central chip made up of billions of tiny transistors - electrical components built on a nanoscale to speed up data processing. Professor Steven Bramwell at the London Centre for Nanotechnology told the BBC by 2050 we should expect the lines between machines, electronics and biology to be “significantly blurred”. That means we could see nanotechnology implants by then - but more to “monitor your health or aid communication” rather than to appear invisible, as in Deus Ex. Medicine could also make common use of machines at a nanometre scale to “deliver drugs to exactly where they need to go”, said Professor Bramwell. Cybernetics professor Kevin Warwick is equally interested in studying augmentations, going one step further than most. In 1998 he became the first human to have a microchip implanted into his nervous system, earning him the title “Captain Cyborg”. Professor Warwick believes by 2050, advancements in cybernetics - the science studying the links between natural and mechanical systems - could lead to trailblazing treatments for diseases. He predicts the use of “deep brain electronic stimulation” as a partial treatment for some conditions such as schizophrenia, rather than medicine. He adds it is likely we'll see more cybernetic enhancements of the kind he has already trialled himself, so that “your brain and body can be in different places”. And what if we wanted to test out how the latest enhancement, or even new diet worked on our bodies, without any risks of experiencing the side effects? Professor Roger Highfield, Science Director of the Science Museum, believes “digital twins” - virtual versions of a physical object, updated using real time data - could become a regular feature in our lives. He imagines a world where each of us could have “thousands of simplified twins”, using them to explore how “different medications or lifestyle changes affect your unique biology”. In other words, we could preview our futures before we live them.

     The next generation of AI  

    Many technology firms, including Google and IBM, are currently locked in a multi-billion dollar race to revolutionise how we push fields like AI even further - in the form of quantum computing. Quantum computers are machines which can do very complex calculations at incredibly fast speeds - for example, simulating molecular interactions to design new drugs faster. In January 2025, Jensen Huang - boss of the leading chip firm Nvidia - said he believed “very useful” quantum computing would come in 20 years. AI itself will undoubtedly continue to loom large in our society as we journey towards the half century mark. Futurist and author Tracey Follows, who helped write a White Paper on UK education in 2050, believes learning will take place across “virtual and physical realities” using AI teachers which “adjust in real time”. Rather than textbooks, she predicts children will use “immersive simulations”. Meanwhile, education will be less standardised, with each child's individual DNA or biometric data studied to understand how they learn best.

Available on https://www.bbc.com/news/articles/c865n800d5jo
The word “nanotechnology” refers to engineering at a specific scale. According to the text, what is this scale?
Alternativas
Q4254767
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Presente perfeito | Present perfect , Passado simples | Simple past
Ano: 2026 Banca: Instituto UniFil Órgão: Prefeitura de Congonhinhas - PR Prova: Instituto UniFil - 2026 - Prefeitura de Congonhinhas - PR - Professor de Inglês |
Q4254767 Inglês
AI teachers and cybernetics - what could the world look like in 2050?

Laura Cress - Technology reporter


   The last 25 years has seen some mind-bending technological changes. At the start of the century, most computers connected to the internet with noisy dial-up connections, Netflix was an online DVD rental company, and the vast majority of people hadn't even heard of a smartphone. Fast forward two and a half decades, and innovations in AI, robotics and much else besides are emerging at an incredible rate. So we decided to ask experts what the next 25 years could bring. Here are their predictions for the technology we'll be using by 2050 - and how it could reshape our lives.

    Merging humans and machines

    Science fiction set in the 2050s is full of examples of humans using technological enhancements to feel fitter, happier and more productive. In the 2000 hit game Deus Ex - set in 2052 - the player can inject themselves with tiny robots called “nanites”. These microscopic robots manipulate matter on atomic levels, giving superhuman abilities such as enhanced speed and the ability to see in the dark. It sounds like something from the distant future, but nanotechnology - engineering at a scale of millionths of a millimetre - is already used in lots of everyday real-life tech. In fact, it is powering the way you are reading these very words right now - every smartphone or computer is run by a central chip made up of billions of tiny transistors - electrical components built on a nanoscale to speed up data processing. Professor Steven Bramwell at the London Centre for Nanotechnology told the BBC by 2050 we should expect the lines between machines, electronics and biology to be “significantly blurred”. That means we could see nanotechnology implants by then - but more to “monitor your health or aid communication” rather than to appear invisible, as in Deus Ex. Medicine could also make common use of machines at a nanometre scale to “deliver drugs to exactly where they need to go”, said Professor Bramwell. Cybernetics professor Kevin Warwick is equally interested in studying augmentations, going one step further than most. In 1998 he became the first human to have a microchip implanted into his nervous system, earning him the title “Captain Cyborg”. Professor Warwick believes by 2050, advancements in cybernetics - the science studying the links between natural and mechanical systems - could lead to trailblazing treatments for diseases. He predicts the use of “deep brain electronic stimulation” as a partial treatment for some conditions such as schizophrenia, rather than medicine. He adds it is likely we'll see more cybernetic enhancements of the kind he has already trialled himself, so that “your brain and body can be in different places”. And what if we wanted to test out how the latest enhancement, or even new diet worked on our bodies, without any risks of experiencing the side effects? Professor Roger Highfield, Science Director of the Science Museum, believes “digital twins” - virtual versions of a physical object, updated using real time data - could become a regular feature in our lives. He imagines a world where each of us could have “thousands of simplified twins”, using them to explore how “different medications or lifestyle changes affect your unique biology”. In other words, we could preview our futures before we live them.

     The next generation of AI  

    Many technology firms, including Google and IBM, are currently locked in a multi-billion dollar race to revolutionise how we push fields like AI even further - in the form of quantum computing. Quantum computers are machines which can do very complex calculations at incredibly fast speeds - for example, simulating molecular interactions to design new drugs faster. In January 2025, Jensen Huang - boss of the leading chip firm Nvidia - said he believed “very useful” quantum computing would come in 20 years. AI itself will undoubtedly continue to loom large in our society as we journey towards the half century mark. Futurist and author Tracey Follows, who helped write a White Paper on UK education in 2050, believes learning will take place across “virtual and physical realities” using AI teachers which “adjust in real time”. Rather than textbooks, she predicts children will use “immersive simulations”. Meanwhile, education will be less standardised, with each child's individual DNA or biometric data studied to understand how they learn best.

Available on https://www.bbc.com/news/articles/c865n800d5jo
Consider the sentence: “The last 25 years has seen some mind-bending technological changes.” Which verb tense is being used? 
Alternativas
Q4254765
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: Instituto UniFil Órgão: Prefeitura de Congonhinhas - PR Prova: Instituto UniFil - 2026 - Prefeitura de Congonhinhas - PR - Professor de Inglês |
Q4254765 Inglês
AI teachers and cybernetics - what could the world look like in 2050?

Laura Cress - Technology reporter


   The last 25 years has seen some mind-bending technological changes. At the start of the century, most computers connected to the internet with noisy dial-up connections, Netflix was an online DVD rental company, and the vast majority of people hadn't even heard of a smartphone. Fast forward two and a half decades, and innovations in AI, robotics and much else besides are emerging at an incredible rate. So we decided to ask experts what the next 25 years could bring. Here are their predictions for the technology we'll be using by 2050 - and how it could reshape our lives.

    Merging humans and machines

    Science fiction set in the 2050s is full of examples of humans using technological enhancements to feel fitter, happier and more productive. In the 2000 hit game Deus Ex - set in 2052 - the player can inject themselves with tiny robots called “nanites”. These microscopic robots manipulate matter on atomic levels, giving superhuman abilities such as enhanced speed and the ability to see in the dark. It sounds like something from the distant future, but nanotechnology - engineering at a scale of millionths of a millimetre - is already used in lots of everyday real-life tech. In fact, it is powering the way you are reading these very words right now - every smartphone or computer is run by a central chip made up of billions of tiny transistors - electrical components built on a nanoscale to speed up data processing. Professor Steven Bramwell at the London Centre for Nanotechnology told the BBC by 2050 we should expect the lines between machines, electronics and biology to be “significantly blurred”. That means we could see nanotechnology implants by then - but more to “monitor your health or aid communication” rather than to appear invisible, as in Deus Ex. Medicine could also make common use of machines at a nanometre scale to “deliver drugs to exactly where they need to go”, said Professor Bramwell. Cybernetics professor Kevin Warwick is equally interested in studying augmentations, going one step further than most. In 1998 he became the first human to have a microchip implanted into his nervous system, earning him the title “Captain Cyborg”. Professor Warwick believes by 2050, advancements in cybernetics - the science studying the links between natural and mechanical systems - could lead to trailblazing treatments for diseases. He predicts the use of “deep brain electronic stimulation” as a partial treatment for some conditions such as schizophrenia, rather than medicine. He adds it is likely we'll see more cybernetic enhancements of the kind he has already trialled himself, so that “your brain and body can be in different places”. And what if we wanted to test out how the latest enhancement, or even new diet worked on our bodies, without any risks of experiencing the side effects? Professor Roger Highfield, Science Director of the Science Museum, believes “digital twins” - virtual versions of a physical object, updated using real time data - could become a regular feature in our lives. He imagines a world where each of us could have “thousands of simplified twins”, using them to explore how “different medications or lifestyle changes affect your unique biology”. In other words, we could preview our futures before we live them.

     The next generation of AI  

    Many technology firms, including Google and IBM, are currently locked in a multi-billion dollar race to revolutionise how we push fields like AI even further - in the form of quantum computing. Quantum computers are machines which can do very complex calculations at incredibly fast speeds - for example, simulating molecular interactions to design new drugs faster. In January 2025, Jensen Huang - boss of the leading chip firm Nvidia - said he believed “very useful” quantum computing would come in 20 years. AI itself will undoubtedly continue to loom large in our society as we journey towards the half century mark. Futurist and author Tracey Follows, who helped write a White Paper on UK education in 2050, believes learning will take place across “virtual and physical realities” using AI teachers which “adjust in real time”. Rather than textbooks, she predicts children will use “immersive simulations”. Meanwhile, education will be less standardised, with each child's individual DNA or biometric data studied to understand how they learn best.

Available on https://www.bbc.com/news/articles/c865n800d5jo
According to the text, how did most computers connect to the internet at the beginning of the 21st century? 
Alternativas
Q4250992
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: SELECON Órgão: Prefeitura de Conquista D'Oeste - MT Prova: SELECON - 2026 - Prefeitura de Conquista D'Oeste - MT - Professor de Inglês |
Q4250992 Inglês
Leia o texto a seguir.


In Brazil, four in ten teenagers face school bullying


In Brazil, four out of ten students aged 13 to 17 say they have already been victims of bullying, and 27.2 percent in this age group have suffered some form of humiliation two or more times.

The data, released this week, are based on testimonies collected in 2024 in schools across Brazil by the Brazilian government’s statistics agency IBGE as part of the National School Health Survey (PeNSE).

Compared to the previous survey, conducted in 2019, there was a 0.7 percentage point increase in the total number of students who reported having suffered bullying. The proportion of students who experienced it at least twice rose by more than 4 percentage points, Marco Andreazzi, the research manager, emphasized.

“Bullying is already characterized as something persistent, intermittent… And here we observe an upward trend, indicating that more students have begun to experience repeated situations of violence,” Andreazzi said.

The researcher stressed that “the number of those who suffer bullying remains practically the same; however, the persistence and intensity of the episodes have increased.”

Appearance, race, gender

Bullied students told researchers that their facial features or hair were the main targets of bullying, accounting for 30.2 percent of cases.

Next is body appearance, accounting for 24.7 percent, followed by bullying related to color or race, reported by 10.6 percent.

“There is also a high percentage - 26.3 percent - of students who say the bullying had no reason. That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it. On the contrary, they feel completely wronged,” the research manager noted.

The research found that girls are the most affected - 43.3 percent have experienced bullying, compared to 37.3 percent of boys.

Furthermore, 30.1 percent of female adolescent students reported feeling humiliated by teasing from classmates two or more times. This proportion is nearly 6 percentage points higher than among male students.

Profile of the aggressors

Data on those who commit bullying show an inverse pattern: 13.7 percent of students reported having engaged in some form of violence - 16.5 percent of boys and 10.9 percent of girls.

IBGE also asked about the reasons for the aggression, and once again, facial features, hair, body type, and skin color or race were the most frequently cited.

However, some significant differences emerged in relation to victims’ reports. For example, 12.1 percent of perpetrators said they engaged in bullying because of their classmates’ gender or sexual orientation, while only 6.4 percent of victims identified this as a motive for the violence.

A similar pattern emerged regarding disability: while 7.6 percent of perpetrators acknowledged engaging in bullying for this reason, only 2.6 percent of victims associated the attacks with this characteristic.

For researchers, this may indicate that many victims prefer to remain silent about the circumstances for fear of being stigmatized.

TÂMARA FREIRE


Fonte: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2026-03/brazil-four-tenteenagers-face-school-bullying-27/5/2026/. Excerto. Acesso em: 10/06/2026.
Observe o seguinte fragmento.
"'That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it.'" (8º parágrafo)
O pronome destacado, no contexto em que se insere, refere-se ao(à):
Alternativas
Q4250991
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: SELECON Órgão: Prefeitura de Conquista D'Oeste - MT Prova: SELECON - 2026 - Prefeitura de Conquista D'Oeste - MT - Professor de Inglês |
Q4250991 Inglês
Leia o texto a seguir.


In Brazil, four in ten teenagers face school bullying


In Brazil, four out of ten students aged 13 to 17 say they have already been victims of bullying, and 27.2 percent in this age group have suffered some form of humiliation two or more times.

The data, released this week, are based on testimonies collected in 2024 in schools across Brazil by the Brazilian government’s statistics agency IBGE as part of the National School Health Survey (PeNSE).

Compared to the previous survey, conducted in 2019, there was a 0.7 percentage point increase in the total number of students who reported having suffered bullying. The proportion of students who experienced it at least twice rose by more than 4 percentage points, Marco Andreazzi, the research manager, emphasized.

“Bullying is already characterized as something persistent, intermittent… And here we observe an upward trend, indicating that more students have begun to experience repeated situations of violence,” Andreazzi said.

The researcher stressed that “the number of those who suffer bullying remains practically the same; however, the persistence and intensity of the episodes have increased.”

Appearance, race, gender

Bullied students told researchers that their facial features or hair were the main targets of bullying, accounting for 30.2 percent of cases.

Next is body appearance, accounting for 24.7 percent, followed by bullying related to color or race, reported by 10.6 percent.

“There is also a high percentage - 26.3 percent - of students who say the bullying had no reason. That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it. On the contrary, they feel completely wronged,” the research manager noted.

The research found that girls are the most affected - 43.3 percent have experienced bullying, compared to 37.3 percent of boys.

Furthermore, 30.1 percent of female adolescent students reported feeling humiliated by teasing from classmates two or more times. This proportion is nearly 6 percentage points higher than among male students.

Profile of the aggressors

Data on those who commit bullying show an inverse pattern: 13.7 percent of students reported having engaged in some form of violence - 16.5 percent of boys and 10.9 percent of girls.

IBGE also asked about the reasons for the aggression, and once again, facial features, hair, body type, and skin color or race were the most frequently cited.

However, some significant differences emerged in relation to victims’ reports. For example, 12.1 percent of perpetrators said they engaged in bullying because of their classmates’ gender or sexual orientation, while only 6.4 percent of victims identified this as a motive for the violence.

A similar pattern emerged regarding disability: while 7.6 percent of perpetrators acknowledged engaging in bullying for this reason, only 2.6 percent of victims associated the attacks with this characteristic.

For researchers, this may indicate that many victims prefer to remain silent about the circumstances for fear of being stigmatized.

TÂMARA FREIRE


Fonte: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2026-03/brazil-four-tenteenagers-face-school-bullying-27/5/2026/. Excerto. Acesso em: 10/06/2026.
O termo ou expressão destacados é a complementação de um verbo em:
Alternativas
Q4250988
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: SELECON Órgão: Prefeitura de Conquista D'Oeste - MT Prova: SELECON - 2026 - Prefeitura de Conquista D'Oeste - MT - Professor de Inglês |
Q4250988 Inglês
Leia o texto a seguir.


In Brazil, four in ten teenagers face school bullying


In Brazil, four out of ten students aged 13 to 17 say they have already been victims of bullying, and 27.2 percent in this age group have suffered some form of humiliation two or more times.

The data, released this week, are based on testimonies collected in 2024 in schools across Brazil by the Brazilian government’s statistics agency IBGE as part of the National School Health Survey (PeNSE).

Compared to the previous survey, conducted in 2019, there was a 0.7 percentage point increase in the total number of students who reported having suffered bullying. The proportion of students who experienced it at least twice rose by more than 4 percentage points, Marco Andreazzi, the research manager, emphasized.

“Bullying is already characterized as something persistent, intermittent… And here we observe an upward trend, indicating that more students have begun to experience repeated situations of violence,” Andreazzi said.

The researcher stressed that “the number of those who suffer bullying remains practically the same; however, the persistence and intensity of the episodes have increased.”

Appearance, race, gender

Bullied students told researchers that their facial features or hair were the main targets of bullying, accounting for 30.2 percent of cases.

Next is body appearance, accounting for 24.7 percent, followed by bullying related to color or race, reported by 10.6 percent.

“There is also a high percentage - 26.3 percent - of students who say the bullying had no reason. That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it. On the contrary, they feel completely wronged,” the research manager noted.

The research found that girls are the most affected - 43.3 percent have experienced bullying, compared to 37.3 percent of boys.

Furthermore, 30.1 percent of female adolescent students reported feeling humiliated by teasing from classmates two or more times. This proportion is nearly 6 percentage points higher than among male students.

Profile of the aggressors

Data on those who commit bullying show an inverse pattern: 13.7 percent of students reported having engaged in some form of violence - 16.5 percent of boys and 10.9 percent of girls.

IBGE also asked about the reasons for the aggression, and once again, facial features, hair, body type, and skin color or race were the most frequently cited.

However, some significant differences emerged in relation to victims’ reports. For example, 12.1 percent of perpetrators said they engaged in bullying because of their classmates’ gender or sexual orientation, while only 6.4 percent of victims identified this as a motive for the violence.

A similar pattern emerged regarding disability: while 7.6 percent of perpetrators acknowledged engaging in bullying for this reason, only 2.6 percent of victims associated the attacks with this characteristic.

For researchers, this may indicate that many victims prefer to remain silent about the circumstances for fear of being stigmatized.

TÂMARA FREIRE


Fonte: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2026-03/brazil-four-tenteenagers-face-school-bullying-27/5/2026/. Excerto. Acesso em: 10/06/2026.
Há pelo menos uma oração estruturada na passive voice em:
Alternativas
Q4250987
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: SELECON Órgão: Prefeitura de Conquista D'Oeste - MT Prova: SELECON - 2026 - Prefeitura de Conquista D'Oeste - MT - Professor de Inglês |
Q4250987 Inglês
Leia o texto a seguir.


In Brazil, four in ten teenagers face school bullying


In Brazil, four out of ten students aged 13 to 17 say they have already been victims of bullying, and 27.2 percent in this age group have suffered some form of humiliation two or more times.

The data, released this week, are based on testimonies collected in 2024 in schools across Brazil by the Brazilian government’s statistics agency IBGE as part of the National School Health Survey (PeNSE).

Compared to the previous survey, conducted in 2019, there was a 0.7 percentage point increase in the total number of students who reported having suffered bullying. The proportion of students who experienced it at least twice rose by more than 4 percentage points, Marco Andreazzi, the research manager, emphasized.

“Bullying is already characterized as something persistent, intermittent… And here we observe an upward trend, indicating that more students have begun to experience repeated situations of violence,” Andreazzi said.

The researcher stressed that “the number of those who suffer bullying remains practically the same; however, the persistence and intensity of the episodes have increased.”

Appearance, race, gender

Bullied students told researchers that their facial features or hair were the main targets of bullying, accounting for 30.2 percent of cases.

Next is body appearance, accounting for 24.7 percent, followed by bullying related to color or race, reported by 10.6 percent.

“There is also a high percentage - 26.3 percent - of students who say the bullying had no reason. That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it. On the contrary, they feel completely wronged,” the research manager noted.

The research found that girls are the most affected - 43.3 percent have experienced bullying, compared to 37.3 percent of boys.

Furthermore, 30.1 percent of female adolescent students reported feeling humiliated by teasing from classmates two or more times. This proportion is nearly 6 percentage points higher than among male students.

Profile of the aggressors

Data on those who commit bullying show an inverse pattern: 13.7 percent of students reported having engaged in some form of violence - 16.5 percent of boys and 10.9 percent of girls.

IBGE also asked about the reasons for the aggression, and once again, facial features, hair, body type, and skin color or race were the most frequently cited.

However, some significant differences emerged in relation to victims’ reports. For example, 12.1 percent of perpetrators said they engaged in bullying because of their classmates’ gender or sexual orientation, while only 6.4 percent of victims identified this as a motive for the violence.

A similar pattern emerged regarding disability: while 7.6 percent of perpetrators acknowledged engaging in bullying for this reason, only 2.6 percent of victims associated the attacks with this characteristic.

For researchers, this may indicate that many victims prefer to remain silent about the circumstances for fear of being stigmatized.

TÂMARA FREIRE


Fonte: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2026-03/brazil-four-tenteenagers-face-school-bullying-27/5/2026/. Excerto. Acesso em: 10/06/2026.
No fragmento “However, some significant differences emerged in relation to victims' reports” (13º parágrafo), o termo destacado apresenta valor de:
Alternativas
Q4250986
Inglês Interpretação de texto | Reading comprehension , Análise sintática | Syntax Parsing ,
Ano: 2026 Banca: SELECON Órgão: Prefeitura de Conquista D'Oeste - MT Prova: SELECON - 2026 - Prefeitura de Conquista D'Oeste - MT - Professor de Inglês |
Q4250986 Inglês
Leia o texto a seguir.


In Brazil, four in ten teenagers face school bullying


In Brazil, four out of ten students aged 13 to 17 say they have already been victims of bullying, and 27.2 percent in this age group have suffered some form of humiliation two or more times.

The data, released this week, are based on testimonies collected in 2024 in schools across Brazil by the Brazilian government’s statistics agency IBGE as part of the National School Health Survey (PeNSE).

Compared to the previous survey, conducted in 2019, there was a 0.7 percentage point increase in the total number of students who reported having suffered bullying. The proportion of students who experienced it at least twice rose by more than 4 percentage points, Marco Andreazzi, the research manager, emphasized.

“Bullying is already characterized as something persistent, intermittent… And here we observe an upward trend, indicating that more students have begun to experience repeated situations of violence,” Andreazzi said.

The researcher stressed that “the number of those who suffer bullying remains practically the same; however, the persistence and intensity of the episodes have increased.”

Appearance, race, gender

Bullied students told researchers that their facial features or hair were the main targets of bullying, accounting for 30.2 percent of cases.

Next is body appearance, accounting for 24.7 percent, followed by bullying related to color or race, reported by 10.6 percent.

“There is also a high percentage - 26.3 percent - of students who say the bullying had no reason. That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it. On the contrary, they feel completely wronged,” the research manager noted.

The research found that girls are the most affected - 43.3 percent have experienced bullying, compared to 37.3 percent of boys.

Furthermore, 30.1 percent of female adolescent students reported feeling humiliated by teasing from classmates two or more times. This proportion is nearly 6 percentage points higher than among male students.

Profile of the aggressors

Data on those who commit bullying show an inverse pattern: 13.7 percent of students reported having engaged in some form of violence - 16.5 percent of boys and 10.9 percent of girls.

IBGE also asked about the reasons for the aggression, and once again, facial features, hair, body type, and skin color or race were the most frequently cited.

However, some significant differences emerged in relation to victims’ reports. For example, 12.1 percent of perpetrators said they engaged in bullying because of their classmates’ gender or sexual orientation, while only 6.4 percent of victims identified this as a motive for the violence.

A similar pattern emerged regarding disability: while 7.6 percent of perpetrators acknowledged engaging in bullying for this reason, only 2.6 percent of victims associated the attacks with this characteristic.

For researchers, this may indicate that many victims prefer to remain silent about the circumstances for fear of being stigmatized.

TÂMARA FREIRE


Fonte: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2026-03/brazil-four-tenteenagers-face-school-bullying-27/5/2026/. Excerto. Acesso em: 10/06/2026.
No trecho “A similar pattern emerged regarding disability...” (14º parágrafo), os termos destacados são classificados, respectivamente, como:
Alternativas
Q4250983
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: SELECON Órgão: Prefeitura de Conquista D'Oeste - MT Prova: SELECON - 2026 - Prefeitura de Conquista D'Oeste - MT - Professor de Inglês |
Q4250983 Inglês
Leia o texto a seguir.


In Brazil, four in ten teenagers face school bullying


In Brazil, four out of ten students aged 13 to 17 say they have already been victims of bullying, and 27.2 percent in this age group have suffered some form of humiliation two or more times.

The data, released this week, are based on testimonies collected in 2024 in schools across Brazil by the Brazilian government’s statistics agency IBGE as part of the National School Health Survey (PeNSE).

Compared to the previous survey, conducted in 2019, there was a 0.7 percentage point increase in the total number of students who reported having suffered bullying. The proportion of students who experienced it at least twice rose by more than 4 percentage points, Marco Andreazzi, the research manager, emphasized.

“Bullying is already characterized as something persistent, intermittent… And here we observe an upward trend, indicating that more students have begun to experience repeated situations of violence,” Andreazzi said.

The researcher stressed that “the number of those who suffer bullying remains practically the same; however, the persistence and intensity of the episodes have increased.”

Appearance, race, gender

Bullied students told researchers that their facial features or hair were the main targets of bullying, accounting for 30.2 percent of cases.

Next is body appearance, accounting for 24.7 percent, followed by bullying related to color or race, reported by 10.6 percent.

“There is also a high percentage - 26.3 percent - of students who say the bullying had no reason. That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it. On the contrary, they feel completely wronged,” the research manager noted.

The research found that girls are the most affected - 43.3 percent have experienced bullying, compared to 37.3 percent of boys.

Furthermore, 30.1 percent of female adolescent students reported feeling humiliated by teasing from classmates two or more times. This proportion is nearly 6 percentage points higher than among male students.

Profile of the aggressors

Data on those who commit bullying show an inverse pattern: 13.7 percent of students reported having engaged in some form of violence - 16.5 percent of boys and 10.9 percent of girls.

IBGE also asked about the reasons for the aggression, and once again, facial features, hair, body type, and skin color or race were the most frequently cited.

However, some significant differences emerged in relation to victims’ reports. For example, 12.1 percent of perpetrators said they engaged in bullying because of their classmates’ gender or sexual orientation, while only 6.4 percent of victims identified this as a motive for the violence.

A similar pattern emerged regarding disability: while 7.6 percent of perpetrators acknowledged engaging in bullying for this reason, only 2.6 percent of victims associated the attacks with this characteristic.

For researchers, this may indicate that many victims prefer to remain silent about the circumstances for fear of being stigmatized.

TÂMARA FREIRE


Fonte: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2026-03/brazil-four-tenteenagers-face-school-bullying-27/5/2026/. Excerto. Acesso em: 10/06/2026.
A partir da leitura do texto, pode-se definir a prática do bullying como:
Alternativas
Q4250982
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: SELECON Órgão: Prefeitura de Conquista D'Oeste - MT Prova: SELECON - 2026 - Prefeitura de Conquista D'Oeste - MT - Professor de Inglês |
Q4250982 Inglês
Leia o texto a seguir.


In Brazil, four in ten teenagers face school bullying


In Brazil, four out of ten students aged 13 to 17 say they have already been victims of bullying, and 27.2 percent in this age group have suffered some form of humiliation two or more times.

The data, released this week, are based on testimonies collected in 2024 in schools across Brazil by the Brazilian government’s statistics agency IBGE as part of the National School Health Survey (PeNSE).

Compared to the previous survey, conducted in 2019, there was a 0.7 percentage point increase in the total number of students who reported having suffered bullying. The proportion of students who experienced it at least twice rose by more than 4 percentage points, Marco Andreazzi, the research manager, emphasized.

“Bullying is already characterized as something persistent, intermittent… And here we observe an upward trend, indicating that more students have begun to experience repeated situations of violence,” Andreazzi said.

The researcher stressed that “the number of those who suffer bullying remains practically the same; however, the persistence and intensity of the episodes have increased.”

Appearance, race, gender

Bullied students told researchers that their facial features or hair were the main targets of bullying, accounting for 30.2 percent of cases.

Next is body appearance, accounting for 24.7 percent, followed by bullying related to color or race, reported by 10.6 percent.

“There is also a high percentage - 26.3 percent - of students who say the bullying had no reason. That is, many of those who suffer do not know why, and this is natural, since bullying occurs collectively and the victim does not necessarily perceive a reason for it. On the contrary, they feel completely wronged,” the research manager noted.

The research found that girls are the most affected - 43.3 percent have experienced bullying, compared to 37.3 percent of boys.

Furthermore, 30.1 percent of female adolescent students reported feeling humiliated by teasing from classmates two or more times. This proportion is nearly 6 percentage points higher than among male students.

Profile of the aggressors

Data on those who commit bullying show an inverse pattern: 13.7 percent of students reported having engaged in some form of violence - 16.5 percent of boys and 10.9 percent of girls.

IBGE also asked about the reasons for the aggression, and once again, facial features, hair, body type, and skin color or race were the most frequently cited.

However, some significant differences emerged in relation to victims’ reports. For example, 12.1 percent of perpetrators said they engaged in bullying because of their classmates’ gender or sexual orientation, while only 6.4 percent of victims identified this as a motive for the violence.

A similar pattern emerged regarding disability: while 7.6 percent of perpetrators acknowledged engaging in bullying for this reason, only 2.6 percent of victims associated the attacks with this characteristic.

For researchers, this may indicate that many victims prefer to remain silent about the circumstances for fear of being stigmatized.

TÂMARA FREIRE


Fonte: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2026-03/brazil-four-tenteenagers-face-school-bullying-27/5/2026/. Excerto. Acesso em: 10/06/2026.
De acordo com o texto, alguns alunos, vítimas do bullying, preferem o silêncio. Tal comportamento se dá por: 
Alternativas
Respostas
241: B
242: D
243: C
244: D
245: B
246: E
247: C
248: A
249: B
250: D
251: A
252: C
253: B
254: B
255: D
256: D
257: B
258: A
259: D
260: A
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