Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.238 questões
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246816
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The focus of Text III is to:
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can
be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the
genitive case. In order to teach how to express possession, the only
sentence that the teacher could use as an example is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The adverb “even” in “and even classroom performance” implies
that something is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
According to Text I, if teachers neglect strategies for dealing with
stress, they may feel
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246805
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The sentence “Emotions are not just fleeting states” means that
emotions are actually
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246804
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The verb phrase “delving into” in the subtitle implies that EFL
teachers’ emotions and professional identities will be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
Based on Text I, mark the statements below as true (T) or false (F).
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242184
Inglês
Leia o trecho a seguir, extraído do romance Pride and Prejudice, de Jane Austen.
His arrival was soon known at the Parsonage; for Mr. Collins was walking the whole morning within view of the lodges opening into Hunsford Lane, in order to have the earliest assurance of it; and after making his bow as the carriage turned into the park, hurried home with the great intelligence. On the following morning he hastened to Rosings to pay his respects. There were two nephews of Lady Catherine to require them, for Mr. Darcy had brought with him a Colonel Fitzwilliam, the younger son of his uncle, Lord—; and, to the great surprise of all the party, when Mr. Collins returned, the gentlemen accompanied him. Charlotte had seen them from her husband’s room, crossing the road, and immediately running into the other, told the girls what an honour they might expect, adding,— "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
AUSTEN, Jane. Pride and Prejudice. Edited by Vivien Jones. London: Penguin Books, 2003. Página 199.
Com base no trecho, assinale a alternativa que melhor interpreta a atitude de Charlotte ao afirmar: "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
His arrival was soon known at the Parsonage; for Mr. Collins was walking the whole morning within view of the lodges opening into Hunsford Lane, in order to have the earliest assurance of it; and after making his bow as the carriage turned into the park, hurried home with the great intelligence. On the following morning he hastened to Rosings to pay his respects. There were two nephews of Lady Catherine to require them, for Mr. Darcy had brought with him a Colonel Fitzwilliam, the younger son of his uncle, Lord—; and, to the great surprise of all the party, when Mr. Collins returned, the gentlemen accompanied him. Charlotte had seen them from her husband’s room, crossing the road, and immediately running into the other, told the girls what an honour they might expect, adding,— "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
AUSTEN, Jane. Pride and Prejudice. Edited by Vivien Jones. London: Penguin Books, 2003. Página 199.
Com base no trecho, assinale a alternativa que melhor interpreta a atitude de Charlotte ao afirmar: "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242182
Inglês
Leia o trecho, extraído do romance The Portrait of a Lady, de Henry James.
The old gentleman at the tea-table, who had come from America thirty years before, had brought with him, at the top of his baggage, his American physiognomy; and he had not only brought it with him, but he had kept it in the best order, so that, if necessary, he might have taken it back to his own country with perfect confidence. At present, obviously, nevertheless, he was not likely to displace himself; his journeys were over and he was taking the rest that precedes the great rest.
JAMES, Henry. The Portrait of a Lady. Boston: Houghton, Mifflin and Company, 1881. p.3.
Tendo em vista as informações apresentadas no excerto, assinale a alternativa correta.
The old gentleman at the tea-table, who had come from America thirty years before, had brought with him, at the top of his baggage, his American physiognomy; and he had not only brought it with him, but he had kept it in the best order, so that, if necessary, he might have taken it back to his own country with perfect confidence. At present, obviously, nevertheless, he was not likely to displace himself; his journeys were over and he was taking the rest that precedes the great rest.
JAMES, Henry. The Portrait of a Lady. Boston: Houghton, Mifflin and Company, 1881. p.3.
Tendo em vista as informações apresentadas no excerto, assinale a alternativa correta.
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242180
Inglês
Leia o trecho extraído do romance Ulysses, de James Joyce.
"He is gone from mortal haunts: O’Dignam, sun of our morning. Fleet was his foot on the bracken: Patrick of the beamy brow. Wail, Banba, with your wind: and wail, O ocean, with your whirlwind.
—There he is again, says the citizen, staring out. —Who? says I. —Bloom, says he. He’s on point duty up and down there for the last ten minutes. And, begob, I saw his physog do a peep in and then slider off again. Little Alf was knocked bawways. Faith, he was. —Good Christ! says he. I could have sworn it was him. And says Bob Doran, with the hat on the back of his poll, lowest blackguard in Dublin when he’s under the influence: —Who said Christ is good? —I beg your parsnips, says Alf." JOYCE, James. Ulysses. Paris: Shakespeare and Company, 1922, p. 390.
Considerando-se o uso dos pronomes em Língua Inglesa e seu papel na coesão textual, assinale a alternativa correta.
"He is gone from mortal haunts: O’Dignam, sun of our morning. Fleet was his foot on the bracken: Patrick of the beamy brow. Wail, Banba, with your wind: and wail, O ocean, with your whirlwind.
—There he is again, says the citizen, staring out. —Who? says I. —Bloom, says he. He’s on point duty up and down there for the last ten minutes. And, begob, I saw his physog do a peep in and then slider off again. Little Alf was knocked bawways. Faith, he was. —Good Christ! says he. I could have sworn it was him. And says Bob Doran, with the hat on the back of his poll, lowest blackguard in Dublin when he’s under the influence: —Who said Christ is good? —I beg your parsnips, says Alf." JOYCE, James. Ulysses. Paris: Shakespeare and Company, 1922, p. 390.
Considerando-se o uso dos pronomes em Língua Inglesa e seu papel na coesão textual, assinale a alternativa correta.
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242177
Inglês
Leia o trecho, extraído do romance Mrs Dalloway, de Virginia Woolf. "Look," she repeated.
Look the unseen bade him, the voice which now communicated with him who was the greatest of mankind, Septimus, lately taken from life to death, the Lord who had come to renew society, who lay like a coverlet, a snow blanket smitten only by the sun, for ever unwashed, suffering for ever, the scape-goat, the eternal sufferer, but he did not want it, he moaned, putting from him with a wave of his hand that eternal suffering, that eternal loneliness. "Look," she repeated, for he must not talk aloud to himself out of doors. "Oh look," she implored him. But what was there to look at? A few sheep. That was all. WOOLF, Virginia. Mrs Dalloway. San Diego: Harcourt Brace Jovanovich, 1981. P.44
Com base no trecho e no uso dos phrasal verbs em Língua Inglesa, marque a alternativa correta.
Look the unseen bade him, the voice which now communicated with him who was the greatest of mankind, Septimus, lately taken from life to death, the Lord who had come to renew society, who lay like a coverlet, a snow blanket smitten only by the sun, for ever unwashed, suffering for ever, the scape-goat, the eternal sufferer, but he did not want it, he moaned, putting from him with a wave of his hand that eternal suffering, that eternal loneliness. "Look," she repeated, for he must not talk aloud to himself out of doors. "Oh look," she implored him. But what was there to look at? A few sheep. That was all. WOOLF, Virginia. Mrs Dalloway. San Diego: Harcourt Brace Jovanovich, 1981. P.44
Com base no trecho e no uso dos phrasal verbs em Língua Inglesa, marque a alternativa correta.
Ano: 2026
Banca:
Instituto Legalle
Órgão:
Prefeitura de Fagundes Varela - RS
Prova:
Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241034
Inglês
Texto associado
Sex Pollution
Sex pollution is a concept found in cultural
anthropology
-
specifically in the work of lrzlary Douglas.
In her book Purity and Danger, she examined
some of the different ways modern and more primitive
peoples determine what is clean and unclean.
Douglas explain ed that "dirt is essentially
disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."
When something or someone is determined to be
dirty, it has been contaminated by a thing from a different
category. Until it is cleaned or purified, it is partially out of
order.
In Douglas's words, "rituals of purity and impurity
create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else
uncomfortable.
Sexual pollution occurs when the sexes interact in
a way that blurs or ofÍends boundaries between males and
females, arrd disorder is created between the sexes.
In the case of men, it is usually believed that sexual
pollution weakens virility and diminishes their masculine
power.
Some readers may be familiar with the primitive
practice of constructing "menstrual huts" that separate
menstruating women from men. Tribes that engaged in
this practice viewed menstruating women as impure or
tainted in some way, and believed that their feminine
impurity could infect or pollute the masculine energy of
the tribe's men
-
ultimately weakening them and making
the tribe as a whole more vulnerable.
Menstrual huts are a simple example of a practice
dealing with the concept of sex pollution. There are a wide
variety of other ways that cultures have sought to contain
female energy to maintain an ordered separation of male
and female sexual identity.
Symbolically speaking, masculine identity always
represents the creation of distance and separation from
the feminine, the safety oÍ the nurturing mother, and a
protected womb-like existence. Virility is established and
maintained by venturing away from the world of women
and out into the wild, dangerous world of the men who
contend with danger and uncertainty at the edge of the
cultural perimeter and beyond. Establishing a masculine
identity always means establishing that men are not
women through the creation or revelation of contrast
between the sexes.
Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
In the sentence Until it is cleaned or
purified, it is partially out of order, the author uses a
speciÍic structure to describe the state of an object. If the
author wanted to express this as a recurring consequence
oÍ a lack of action, which variation maintains a similar
logical relationship?
Ano: 2026
Banca:
Instituto Legalle
Órgão:
Prefeitura de Fagundes Varela - RS
Prova:
Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241033
Inglês
Texto associado
Sex Pollution
Sex pollution is a concept found in cultural
anthropology
-
specifically in the work of lrzlary Douglas.
In her book Purity and Danger, she examined
some of the different ways modern and more primitive
peoples determine what is clean and unclean.
Douglas explain ed that "dirt is essentially
disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."
When something or someone is determined to be
dirty, it has been contaminated by a thing from a different
category. Until it is cleaned or purified, it is partially out of
order.
In Douglas's words, "rituals of purity and impurity
create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else
uncomfortable.
Sexual pollution occurs when the sexes interact in
a way that blurs or ofÍends boundaries between males and
females, arrd disorder is created between the sexes.
In the case of men, it is usually believed that sexual
pollution weakens virility and diminishes their masculine
power.
Some readers may be familiar with the primitive
practice of constructing "menstrual huts" that separate
menstruating women from men. Tribes that engaged in
this practice viewed menstruating women as impure or
tainted in some way, and believed that their feminine
impurity could infect or pollute the masculine energy of
the tribe's men
-
ultimately weakening them and making
the tribe as a whole more vulnerable.
Menstrual huts are a simple example of a practice
dealing with the concept of sex pollution. There are a wide
variety of other ways that cultures have sought to contain
female energy to maintain an ordered separation of male
and female sexual identity.
Symbolically speaking, masculine identity always
represents the creation of distance and separation from
the feminine, the safety oÍ the nurturing mother, and a
protected womb-like existence. Virility is established and
maintained by venturing away from the world of women
and out into the wild, dangerous world of the men who
contend with danger and uncertainty at the edge of the
cultural perimeter and beyond. Establishing a masculine
identity always means establishing that men are not
women through the creation or revelation of contrast
between the sexes.
Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
In the fifth paragraph, the text mentions that
rituals of purity create unity in experience. With this in
mind, read the following excerpt.
The anthropologrst suggests that __ order is maintained by __ rituals that prevent __ pollution.
Fill in the blanks CORRECTLY and respectively:
The anthropologrst suggests that __ order is maintained by __ rituals that prevent __ pollution.
Fill in the blanks CORRECTLY and respectively:
Ano: 2026
Banca:
Instituto Legalle
Órgão:
Prefeitura de Fagundes Varela - RS
Prova:
Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241031
Inglês
Texto associado
Sex Pollution
Sex pollution is a concept found in cultural
anthropology
-
specifically in the work of lrzlary Douglas.
In her book Purity and Danger, she examined
some of the different ways modern and more primitive
peoples determine what is clean and unclean.
Douglas explain ed that "dirt is essentially
disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."
When something or someone is determined to be
dirty, it has been contaminated by a thing from a different
category. Until it is cleaned or purified, it is partially out of
order.
In Douglas's words, "rituals of purity and impurity
create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else
uncomfortable.
Sexual pollution occurs when the sexes interact in
a way that blurs or ofÍends boundaries between males and
females, arrd disorder is created between the sexes.
In the case of men, it is usually believed that sexual
pollution weakens virility and diminishes their masculine
power.
Some readers may be familiar with the primitive
practice of constructing "menstrual huts" that separate
menstruating women from men. Tribes that engaged in
this practice viewed menstruating women as impure or
tainted in some way, and believed that their feminine
impurity could infect or pollute the masculine energy of
the tribe's men
-
ultimately weakening them and making
the tribe as a whole more vulnerable.
Menstrual huts are a simple example of a practice
dealing with the concept of sex pollution. There are a wide
variety of other ways that cultures have sought to contain
female energy to maintain an ordered separation of male
and female sexual identity.
Symbolically speaking, masculine identity always
represents the creation of distance and separation from
the feminine, the safety oÍ the nurturing mother, and a
protected womb-like existence. Virility is established and
maintained by venturing away from the world of women
and out into the wild, dangerous world of the men who
contend with danger and uncertainty at the edge of the
cultural perimeter and beyond. Establishing a masculine
identity always means establishing that men are not
women through the creation or revelation of contrast
between the sexes.
Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
The text introduces a specific anthropological
concept describing it as a phenomenon deeply rooted in
cultural practices. With this in mind, read the following
excerpt:
_________ is often viewed as ________ violation of esta blished social boundaries.
Fill in the blanks CORRECTLY and respectively:
_________ is often viewed as ________ violation of esta blished social boundaries.
Fill in the blanks CORRECTLY and respectively:
Ano: 2026
Banca:
Instituto Legalle
Órgão:
Prefeitura de Fagundes Varela - RS
Prova:
Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241030
Inglês
Texto associado
Sex Pollution
Sex pollution is a concept found in cultural
anthropology
-
specifically in the work of lrzlary Douglas.
In her book Purity and Danger, she examined
some of the different ways modern and more primitive
peoples determine what is clean and unclean.
Douglas explain ed that "dirt is essentially
disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."
When something or someone is determined to be
dirty, it has been contaminated by a thing from a different
category. Until it is cleaned or purified, it is partially out of
order.
In Douglas's words, "rituals of purity and impurity
create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else
uncomfortable.
Sexual pollution occurs when the sexes interact in
a way that blurs or ofÍends boundaries between males and
females, arrd disorder is created between the sexes.
In the case of men, it is usually believed that sexual
pollution weakens virility and diminishes their masculine
power.
Some readers may be familiar with the primitive
practice of constructing "menstrual huts" that separate
menstruating women from men. Tribes that engaged in
this practice viewed menstruating women as impure or
tainted in some way, and believed that their feminine
impurity could infect or pollute the masculine energy of
the tribe's men
-
ultimately weakening them and making
the tribe as a whole more vulnerable.
Menstrual huts are a simple example of a practice
dealing with the concept of sex pollution. There are a wide
variety of other ways that cultures have sought to contain
female energy to maintain an ordered separation of male
and female sexual identity.
Symbolically speaking, masculine identity always
represents the creation of distance and separation from
the feminine, the safety oÍ the nurturing mother, and a
protected womb-like existence. Virility is established and
maintained by venturing away from the world of women
and out into the wild, dangerous world of the men who
contend with danger and uncertainty at the edge of the
cultural perimeter and beyond. Establishing a masculine
identity always means establishing that men are not
women through the creation or revelation of contrast
between the sexes.
Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
In her book, Mary Douglas explained a
fundamental idea about how societies perceive
cleanliness. With this in mind, mark the CORRECT
alternative.
Ano: 2026
Banca:
Instituto Legalle
Órgão:
Prefeitura de Fagundes Varela - RS
Prova:
Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241029
Inglês
Texto associado
Sex Pollution
Sex pollution is a concept found in cultural
anthropology
-
specifically in the work of lrzlary Douglas.
In her book Purity and Danger, she examined
some of the different ways modern and more primitive
peoples determine what is clean and unclean.
Douglas explain ed that "dirt is essentially
disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."
When something or someone is determined to be
dirty, it has been contaminated by a thing from a different
category. Until it is cleaned or purified, it is partially out of
order.
In Douglas's words, "rituals of purity and impurity
create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else
uncomfortable.
Sexual pollution occurs when the sexes interact in
a way that blurs or ofÍends boundaries between males and
females, arrd disorder is created between the sexes.
In the case of men, it is usually believed that sexual
pollution weakens virility and diminishes their masculine
power.
Some readers may be familiar with the primitive
practice of constructing "menstrual huts" that separate
menstruating women from men. Tribes that engaged in
this practice viewed menstruating women as impure or
tainted in some way, and believed that their feminine
impurity could infect or pollute the masculine energy of
the tribe's men
-
ultimately weakening them and making
the tribe as a whole more vulnerable.
Menstrual huts are a simple example of a practice
dealing with the concept of sex pollution. There are a wide
variety of other ways that cultures have sought to contain
female energy to maintain an ordered separation of male
and female sexual identity.
Symbolically speaking, masculine identity always
represents the creation of distance and separation from
the feminine, the safety oÍ the nurturing mother, and a
protected womb-like existence. Virility is established and
maintained by venturing away from the world of women
and out into the wild, dangerous world of the men who
contend with danger and uncertainty at the edge of the
cultural perimeter and beyond. Establishing a masculine
identity always means establishing that men are not
women through the creation or revelation of contrast
between the sexes.
Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
Mary Douglas's work explores the
boundaries between categories. With this in mind, match
the columns by associating the grammatical and lexical
units as they are structured in the text's arguments:
Column 1:
(1) Essential.
(2) Unity in.
(3) Rituals of
Column 2:
( ) experience
( ) disorder.
( ) impurity.
Which alternative CORRECTLY fills in the parentheses above, from top to bottom?
Column 1:
(1) Essential.
(2) Unity in.
(3) Rituals of
Column 2:
( ) experience
( ) disorder.
( ) impurity.
Which alternative CORRECTLY fills in the parentheses above, from top to bottom?
Ano: 2026
Banca:
Instituto Legalle
Órgão:
Prefeitura de Fagundes Varela - RS
Prova:
Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241028
Inglês
Texto associado
Sex Pollution
Sex pollution is a concept found in cultural
anthropology
-
specifically in the work of lrzlary Douglas.
In her book Purity and Danger, she examined
some of the different ways modern and more primitive
peoples determine what is clean and unclean.
Douglas explain ed that "dirt is essentially
disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."
When something or someone is determined to be
dirty, it has been contaminated by a thing from a different
category. Until it is cleaned or purified, it is partially out of
order.
In Douglas's words, "rituals of purity and impurity
create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else
uncomfortable.
Sexual pollution occurs when the sexes interact in
a way that blurs or ofÍends boundaries between males and
females, arrd disorder is created between the sexes.
In the case of men, it is usually believed that sexual
pollution weakens virility and diminishes their masculine
power.
Some readers may be familiar with the primitive
practice of constructing "menstrual huts" that separate
menstruating women from men. Tribes that engaged in
this practice viewed menstruating women as impure or
tainted in some way, and believed that their feminine
impurity could infect or pollute the masculine energy of
the tribe's men
-
ultimately weakening them and making
the tribe as a whole more vulnerable.
Menstrual huts are a simple example of a practice
dealing with the concept of sex pollution. There are a wide
variety of other ways that cultures have sought to contain
female energy to maintain an ordered separation of male
and female sexual identity.
Symbolically speaking, masculine identity always
represents the creation of distance and separation from
the feminine, the safety oÍ the nurturing mother, and a
protected womb-like existence. Virility is established and
maintained by venturing away from the world of women
and out into the wild, dangerous world of the men who
contend with danger and uncertainty at the edge of the
cultural perimeter and beyond. Establishing a masculine
identity always means establishing that men are not
women through the creation or revelation of contrast
between the sexes.
Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
Read the following sentence: Tribes that
engaged in this practice viewed menstruating women
as impure. If we rewrite this sentence to focus on the
duration of the practice in the past beÍore another event
occurred, the MOST appropriate structure would be:
Ano: 2026
Banca:
Instituto Legalle
Órgão:
Prefeitura de Fagundes Varela - RS
Prova:
Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241026
Inglês
Texto associado
Sex Pollution
Sex pollution is a concept found in cultural
anthropology
-
specifically in the work of lrzlary Douglas.
In her book Purity and Danger, she examined
some of the different ways modern and more primitive
peoples determine what is clean and unclean.
Douglas explain ed that "dirt is essentially
disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."
When something or someone is determined to be
dirty, it has been contaminated by a thing from a different
category. Until it is cleaned or purified, it is partially out of
order.
In Douglas's words, "rituals of purity and impurity
create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else
uncomfortable.
Sexual pollution occurs when the sexes interact in
a way that blurs or ofÍends boundaries between males and
females, arrd disorder is created between the sexes.
In the case of men, it is usually believed that sexual
pollution weakens virility and diminishes their masculine
power.
Some readers may be familiar with the primitive
practice of constructing "menstrual huts" that separate
menstruating women from men. Tribes that engaged in
this practice viewed menstruating women as impure or
tainted in some way, and believed that their feminine
impurity could infect or pollute the masculine energy of
the tribe's men
-
ultimately weakening them and making
the tribe as a whole more vulnerable.
Menstrual huts are a simple example of a practice
dealing with the concept of sex pollution. There are a wide
variety of other ways that cultures have sought to contain
female energy to maintain an ordered separation of male
and female sexual identity.
Symbolically speaking, masculine identity always
represents the creation of distance and separation from
the feminine, the safety oÍ the nurturing mother, and a
protected womb-like existence. Virility is established and
maintained by venturing away from the world of women
and out into the wild, dangerous world of the men who
contend with danger and uncertainty at the edge of the
cultural perimeter and beyond. Establishing a masculine
identity always means establishing that men are not
women through the creation or revelation of contrast
between the sexes.
Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
Analyze the following statements
I. If something is determined to be dirty because it has been contaminated by something from a different category, it is partially out of order until it is cleaned.
II. If something is determined to be dirty because it has been contaminated by something from different category, it is partially out of order until is cleaned.
III. lf something is determined to be dirty because it has been contaminated by something from a diÍÍerent category, it partially of order until it is cleaned.
IV. lf something is determined to be dirty because it has been contaminated by something from a different category, it partially out of order until it cleaned.
Which of the text's paraphrases about contamination creating disorder is CORRECT?
I. If something is determined to be dirty because it has been contaminated by something from a different category, it is partially out of order until it is cleaned.
II. If something is determined to be dirty because it has been contaminated by something from different category, it is partially out of order until is cleaned.
III. lf something is determined to be dirty because it has been contaminated by something from a diÍÍerent category, it partially of order until it is cleaned.
IV. lf something is determined to be dirty because it has been contaminated by something from a different category, it partially out of order until it cleaned.
Which of the text's paraphrases about contamination creating disorder is CORRECT?
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São Miguel do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São Miguel do Oeste - SC - Professor (Língua Inglesa) |
Q4229162
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Peru's Nazca lines were paths for prehistoric culture:
Japanese researchers
Tokyo, 16 Jan (EFE).- The mysteries shrouding Peru's
Nazca Lines have intrigued scientists for decades. Now,
a group of Japanese researchers has developed a new
theory that the geoglyphs etched into the ground served
as paths and routes. The lines forged into myriad figures
of animals and plants straddle an area of 1,000 square
kilometers of the immense Ica desert in southern Peru.
They were created during the Nazca culture, a
pre-Columbian archaeological culture that flourished
between the 1st and 7th centuries BC. A research team
led by Masato Sakai, of the University of Yamagata in
western Japan, has discovered, with the help of local
archaeologists, aerial images and drones, over 350 new
etchings since 2004. Sakai says there are two types of
geoglyphs, linear motifs that were created by removing
the upper black stones to reveal the white earth
underneath and raised lines that give the pictorial
representations depth and that archeologists call relief
lines. «The linear ones exist at the beginning and end of
straight paths and can be used to travel from one valley
to another (...) while the relief ones are on the sides of
paths that are not straight and are usually etched on a
slope,» the expert says. The meaning of the lines has
long been up for debate. Some say they represented an
astronomical calendar, others considered they were
religious figures and some have even suggested that
they serve as landing pads for UFOs. «I'm interested in
letters,» Sakai says. «Everyone uses alphabets, but in
Andean civilization, they didn't have that way of
communicating, so I wanted to discover how they did
(communicate).»
The researcher is convinced that the Nazca lines were
used as a means of prehistoric communication
Despite their antiquity, the geoglyphs were not
discovered until 1930 because these could only be
appreciated with an aerial view or from some of the site's
surrounding hills. The team of Japanese researchers
started the project using satellite and aerial photos, and
more recently using drones, and have now identified
hundreds of figures, including a spider, a monkey, a
hummingbird, a condor, a pelican, a gull, a snail, a whale,
a snake and a llama. The team struck a deal with tech
giant IBM in 2019 and have tapped into state-of-the-art
artificial intelligence (AI) that could help reveal the
location of more figures and help with deciphering their
meaning. «It is always a hypothesis, but we hope that
with AI we can check whether theories are correct or
suggest better ones that coincide with the new data,» the
expert adds. Finding all the figures, which according to
the expert could be in the thousands, is key to their
conservation from both the weather and mining and
agriculture which is prevalent in the region. «For the
people of Nazca, the geoglyphs are a source of pride because the city is not very big, but many people come to
see the figures. When we find new ones, we share the
information with the local people because we know that
they will respect and defend them, because it is the work
of their ancestors» Sakai says. EFE
https://efe.com/other-news/2023-01-16/nazca-lines/
Read the excerpt below:
"Everyone uses alphabets, but in Andean civilization, they didn't have that way of communicating, so I wanted to discover how they did (communicate)."
In the context of the text, Sakai's statement indicates that his research is concerned with:
"Everyone uses alphabets, but in Andean civilization, they didn't have that way of communicating, so I wanted to discover how they did (communicate)."
In the context of the text, Sakai's statement indicates that his research is concerned with:
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