Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.188 questões
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
( ) Globalization and the spread of English as an international language go hand in hand.
( ) Current Brazilian federal legislation has neglected indigenous communities.
( ) The issue of how to include English in indigenous school curricula is still under way.
The statements are, respectively,
Available at: https://www.gocomics.com/calvinandhobbes/2016/02/22
In the second panel of the image, within the context of the comic strip, the expression "that lost its amateur status" can be replaced, without altering its meaning, by:
Apartheid era sign, South Africa, 1980s Public domain image
The South African policy of apartheid was characterized by all of the following, except:
Available at: https://www.gocomics.com/nonsequitur/2008/10/17 Regarding the comic strip's content, the following statements are correct, except for one. Identify it.
Available at: https://www.gocomics.com/peanuts
Regarding the interpretation of what is contained in the comic strip, what is stated is incorrect in:
Read the text to answer question.
“A few light taps upon the pane made him turn to the window. It had begun to snow again. He watched sleepily the flakes, silver and dark, falling obliquely against the lamplight. The time had come for him to set out on his journey westward. Yes, the newspapers were right: snow was general all over Ireland. It was falling on every part of the dark central plain, on the treeless hills, falling softly upon the Bog of Allen and, farther westward, softly falling into the dark mutinous Shannon waves. It was falling, too, upon every part of the lonely churchyard on the hill where Michael Furey lay buried. It lay thickly drifted on the crooked crosses and headstones, on the spears of the little gate, on the barren thorns. His soul swooned slowly as he heard the snow falling faintly through the universe and faintly falling, like the descent of their last end, upon all the living and the dead.”
― James Joyce, Dubliners
Based on the ideas presented in the previous text, judge the item that follow.
According to the expert consensus paper mentioned in the text, AI companies should adopt ‘safety cases’ like those used in high-stakes industries such as healthcare.
Based on the ideas presented in the previous text, judge the item that follow.
According to the experts, the AI Safety Institute’s funding is significantly lower than that of the Food and Drug Administration.
Based on the ideas presented in the previous text, judge the item that follow.
The proposed ‘mitigation standards’ (first sentence of the last paragraph) would allow policies to be adjusted based on the current needs and budgets of AI companies.
According to the preceding text, judge the following item.
Dr. Vuorre’s team did adjustments in the research of the impacts of Internet use on well-being, including aspects like income and access to healthcare, to enhance the reliability of their study.
According to the preceding text, judge the following item.
The study mentioned in the text, led by Dr. Matti Vuorre, found that Internet use is related to people’s higher well-being.
According to the preceding text, judge the following item.
According to Dr. Markus Appel, the use of the Internet is per se harmful to the mental health of individuals.
According to the preceding text, judge the following item.
It is correct to conclude from the text that Internet use contributes significantly to the state of well-being of people worldwide.
Read the lyrics carefully and answer the following questions:
The Times They Are A-Changin' (Bob Dylan)
Read the lyrics carefully and answer the following questions:
The Times They Are A-Changin' (Bob Dylan)
Read the lyrics carefully and answer the following questions:
The Times They Are A-Changin' (Bob Dylan)
'The rapid development of technology has significantly altered how people access information.'
Conheça nossos planos