Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 13.189 questões

Q3889308 Inglês
According to National Curricular Parameters (PCNs), “assessment is an integral and intrinsic part of the educational process, going far beyond the traditional view that focuses on external control of the student through grades and marks. The purpose of assessment is to support, guide, and inform pedagogical action, rather than merely to ascertain a student’s level. It is also implied that not only conceptual content is assessed, but procedural and attitudinal aspects as well, going beyond observable outcomes to identify underlying causes. Understood in this way, assessment provides both description and explanation; it is a means of understanding what is achieved and why”.

(Available: https://basenacionalcomum.mec.gov.br/. Access in: September, 2025.)

Carefully review all items and choose the option that includes only statements that are true about assessment according to the PCNs:

I. Student participation in the assessment process is essential to ensure interaction and a plurality of perspectives.
II. Assessment is multiple and necessary for the teacher, the student, the parents, and society.
III. Regarding the affective dimension of assessment, three factors are predominant: the differences between the mother tongue and the foreign language, the dilemma between prioritizing knowledge about the language or the ability to use it, and the choice between rational learning or intuitive learning.
IV. Continuous assessment, using observation as its main instrument and directly involving the student, gives less emphasis to developed and regulated social interactions than, for example, traditional correction does.

Point out the alternative in which all statements are true 
Alternativas
Q3889304 Inglês
Read the text below.

All the 2025 Victoria’s Secret Fashion Show Runway Looks From Gigi Hadid and Alex Consani to newcomers like Angel Reese and Barbie Ferreira

(By Sophie Wang — Published: Oct 15, 2025.)


      The Victoria’s Secret fashion show has never been short on familiar faces. Since its inception 30 years ago, the runway has welcomed the biggest names in the world of modeling, from Naomi Campbell, Helena Christensen, Tyra Banks, Heidi Klum, and Gisele Bündchen in the ’90s to Karlie Kloss, Martha Hunt, Lily Aldridge, and the Hadid sisters in the 2010s.
       After a six-year break, the event returned last year under new direction and with a fresh lineup of angels, including Alex Consani, Ashley Graham, and Paloma Elsesser – all of whom returned for the 2025 edition. Joined by veterans and fresh faces alike, the supermodels walked the runway alongside Candice Swanepoel, Adriana Lima, Alessandra Ambrosio, Barbara Palvin, and Stella Maxwell, as well as Olympic gymnast Suni Lee and WNBA star Angel Reese, the first professional athletes to get their wings.
        On the performance side, Missy Elliott, Karol G, Madison Beer, and K-pop group Twice made their VS debuts (marking a second consecutive year of all-female performers), joining a list of previous artists like Taylor Swift, Selena Gomez, Rihanna, and Harry Styles. Front row, Sarah Jessica Parker and Jodie Turner-Smith joined the celebrations.

(Available on: https://www.harpersbazaar.com/celebrity/. Accessed on: October 2025. Adapted.)


The text was published in an international fashion magazine and describes the 2025 edition of the Victoria’s Secret Fashion Show, mentioning well-known models, artists, and celebrities who participated in the event. The main objective of the text is:
Alternativas
Q3889303 Inglês

Look at the poster below: 


Imagem associada para resolução da questão



(Available on: https://x.com/CrypticArtifact/. Accessed on: October 2025.)


“Library Pictures” is a song by the British band Arctic Monkeys, included in their album Suck It and See. As to its contextualized meaning, the concept that fits the word library is: 

Alternativas
Q3889302 Inglês

Check visual and verbal information in the comic image below: 



Imagem associada para resolução da questão



(Available on: https://inglesnoteclado.com.br/wp-content/uploads/. Accessed on: October 2025.)


The teacher uses the expression “I’m not going to ask nicely again” to convey her intention and decision about what will happen next. The use of “be going to” indicates: 



Alternativas
Q3889300 Inglês
A teacher asks her students to read an online article titled “Why Teenagers Need to Sleep More” and identify only the general idea of the text, without focusing on details or specific data. The reading strategy being practiced is:
Alternativas
Q3855963 Inglês

Read the statements below about methods and approaches in English language teaching.



I. The Communicative Approach prioritizes meaningful interaction and the use of language for real purposes.


II. The Grammar-Translation Method focuses on oral fluency and spontaneous communication.


III. Task-Based Learning proposes the use of tasks as the central unit of planning and instruction.



It is correct what is stated in:

Alternativas
Q3855962 Inglês

Analyze the statements about technology and CLIL.



I. Digital tools can support interaction, collaboration, and authentic language use.


II. CLIL proposes teaching content subjects and language in an integrated way.


III. In CLIL, language learning is secondary and does not require planning.



It is correct what is stated in:

Alternativas
Q3855961 Inglês

Read the statement below.



"Reading comprehension involves not only understanding the words in a text, but also interpreting meaning based on context, purpose, and audience."



This statement indicates that reading comprehension: 

Alternativas
Q3848422 Inglês
O texto seguinte servirá de base para responder à questão.


Downstream: Refining and Marketing

While refining is a complex process, the goal is straightforward: to take crude oil, which is virtually unusable in its natural state, and transform it into petroleum products used for a variety of purposes such as heating homes, fueling vehicles and making petrochemical plastics. Wolcott, Marion Post. Barnsdall oil refinery. Kansas, 1941.

texto_11-15.png (438×322)

Wolcott, Marion Post. Barnsdall oil refinery. Kansas, 1941. 


A number of processes are involved in refining depending on the wanted end product. Hydrotreating is used to remove unwanted elements, such as sulphur and nitrogen from hydrocarbons; cracking breaks molecules into smaller fragments to produce gasoline and other lighter hydrocarbons. The gases produced by cracking are used to create other products like synthetic rubber and plastics. When making gasoline, refiners need high octane numbers to prevent engine knocking. Despite knowing the dangers of lead, tetraethyl lead was added to gasoline in the United States in the 1920s in order to increase the octane. Since the U.S. government banned lead in vehicle gasoline in 1996 as part of the U.S. Clean Air Act, refineries use alkylation and reforming to develop high-octane gasoline.


(From Oil and Gas Industry: A Research Guide, Library of Congress https://guides.loc.gov/oil-and-gas-industry/downstream, accessed on February 19th, 2025)
Identify Downstream: Refining and Marketing type of text: 
Alternativas
Q3848420 Inglês
O texto seguinte servirá de base para responder à questão.


Downstream: Refining and Marketing

While refining is a complex process, the goal is straightforward: to take crude oil, which is virtually unusable in its natural state, and transform it into petroleum products used for a variety of purposes such as heating homes, fueling vehicles and making petrochemical plastics. Wolcott, Marion Post. Barnsdall oil refinery. Kansas, 1941.

texto_11-15.png (438×322)

Wolcott, Marion Post. Barnsdall oil refinery. Kansas, 1941. 


A number of processes are involved in refining depending on the wanted end product. Hydrotreating is used to remove unwanted elements, such as sulphur and nitrogen from hydrocarbons; cracking breaks molecules into smaller fragments to produce gasoline and other lighter hydrocarbons. The gases produced by cracking are used to create other products like synthetic rubber and plastics. When making gasoline, refiners need high octane numbers to prevent engine knocking. Despite knowing the dangers of lead, tetraethyl lead was added to gasoline in the United States in the 1920s in order to increase the octane. Since the U.S. government banned lead in vehicle gasoline in 1996 as part of the U.S. Clean Air Act, refineries use alkylation and reforming to develop high-octane gasoline.


(From Oil and Gas Industry: A Research Guide, Library of Congress https://guides.loc.gov/oil-and-gas-industry/downstream, accessed on February 19th, 2025)
Select the correct alternative regarding oil prospecting in Brazil: 
Alternativas
Q3843994 Inglês

O texto seguinte servirá de base para responder à questão.


Downstream: Refining and Marketing


While refining is a complex process, the goal is straightforward: to take crude oil, which is virtually unusable in its natural state, and transform it into petroleum products used for a variety of purposes such as heating homes, fueling vehicles and making petrochemical plastics.


q_11 a 15.png (526×384)


Wolcott, Marion Post. Barnsdall oil refinery. Kansas, 1941.


A number of processes are involved in refining depending on the wanted end product. Hydrotreating is used to remove unwanted elements, such as sulphur and nitrogen from hydrocarbons; cracking breaks molecules into smaller fragments to produce gasoline and other lighter hydrocarbons. The gases produced by cracking are used to create other products like synthetic rubber and plastics. When making gasoline, refiners need high octane numbers to prevent engine knocking. Despite knowing the dangers of lead, tetraethyl lead was added to gasoline in the United States in the 1920s in order to increase the octane. Since the U.S. government banned lead in vehicle gasoline in 1996 as part of the U.S. Clean Air Act, refineries use alkylation and reforming to develop high-octane gasoline.


(From Oil and Gas Industry: A Research Guide, Library of Congress https://guides.loc.gov/oil-and-gas-industry/downstream, accessed on February 19th, 2025)  

Which of the following impurity is not present in crude oil: 
Alternativas
Q3843191 Inglês
O texto seguinte servirá de base para responder às questão.


Texto 2

Driven by pre-salt, oil becomes Brazil's top export

Revenues

The discovery of the pre-salt was so significant for Brazil's oil production potential that it led the government to change the regime that authorized companies to explore the submerged resources.

As a result, the pre-salt areas are governed by the sharing regime. Under this model, surplus oil production—the balance after covering costs—is divided between the company and the Brazilian government. During the auction that authorizes exploration, the company offering the highest share of profits to the federal government is granted the right to explore.

This is distinct from the concession model, which applies to the post-salt period. In this system, the risk of investment and exploration lies with the concessionaire, who becomes the owner of all the oil and gas that may be discovered. In return, the company pays royalties and special participation fees, particularly for large production fields, in addition to a signature bonus upon winning the auction.

New frontiers

texto_16-20.png (410×332)

With the pre-salt expected to reach its peak in the 2030s, Brazil's oil industry, led by Petrobras, is shifting its focus to new oil frontiers that are believed to hold significant production potential.

One such frontier is the so-called equatorial margin, located off Brazil's northern coast, where exploration is pending a favorable decision from the Brazilian Institute for the Environment and Renewable Natural Resources (Ibama), an agency under the Ministry of the Environment and Climate Change.

Another promising region is the Pelotas Basin, located off Brazil's southern coast. The growing interest in this area is fueled by the discovery of oil wells in Uruguay and off the coasts of Namibia and South Africa. Experts suggest that the geological conditions in these regions are similar, as the continents were once joined tens of millions of years ago.

According to Petrobras, the company plans to invest $79 billion in exploring new oil and gas frontiers by 2029. Of this amount, 40 percent will be allocated to the South and Southeast regions, 38 percent to the equatorial margin, with the remainder directed towards other countries.


From MOURA, Bruno de Freitas. Driven by pre-salt, oil becomes Brazil's top export. Rio de Janeiro, Agência Brasil, Jan 18th,2025. Accessed on February 21st, 2025 
From the sentence The growing interest in this area is fueled by the discovery of oil wells in Uruguay and off the coasts of Namibia and South Africa one can infer that: 
Alternativas
Q3843187 Inglês
O texto seguinte servirá de base para responder às questão.


Texto 2

Driven by pre-salt, oil becomes Brazil's top export

Revenues

The discovery of the pre-salt was so significant for Brazil's oil production potential that it led the government to change the regime that authorized companies to explore the submerged resources.

As a result, the pre-salt areas are governed by the sharing regime. Under this model, surplus oil production—the balance after covering costs—is divided between the company and the Brazilian government. During the auction that authorizes exploration, the company offering the highest share of profits to the federal government is granted the right to explore.

This is distinct from the concession model, which applies to the post-salt period. In this system, the risk of investment and exploration lies with the concessionaire, who becomes the owner of all the oil and gas that may be discovered. In return, the company pays royalties and special participation fees, particularly for large production fields, in addition to a signature bonus upon winning the auction.

New frontiers

texto_16-20.png (410×332)

With the pre-salt expected to reach its peak in the 2030s, Brazil's oil industry, led by Petrobras, is shifting its focus to new oil frontiers that are believed to hold significant production potential.

One such frontier is the so-called equatorial margin, located off Brazil's northern coast, where exploration is pending a favorable decision from the Brazilian Institute for the Environment and Renewable Natural Resources (Ibama), an agency under the Ministry of the Environment and Climate Change.

Another promising region is the Pelotas Basin, located off Brazil's southern coast. The growing interest in this area is fueled by the discovery of oil wells in Uruguay and off the coasts of Namibia and South Africa. Experts suggest that the geological conditions in these regions are similar, as the continents were once joined tens of millions of years ago.

According to Petrobras, the company plans to invest $79 billion in exploring new oil and gas frontiers by 2029. Of this amount, 40 percent will be allocated to the South and Southeast regions, 38 percent to the equatorial margin, with the remainder directed towards other countries.


From MOURA, Bruno de Freitas. Driven by pre-salt, oil becomes Brazil's top export. Rio de Janeiro, Agência Brasil, Jan 18th,2025. Accessed on February 21st, 2025 
The author of text 2 concludes the text with: 
Alternativas
Q3842187 Inglês

O texto seguinte servirá de base para responder à questão.


Texto 2


Driven by pre-salt, oil becomes Brazil's top export

Revenues


The discovery of the pre-salt was so significant for Brazil's oil production potential that it led the government to change the regime that authorized companies to explore the submerged resources.


As a result, the pre-salt areas are governed by the sharing regime. Under this model, surplus oil production—the balance after covering costs—is divided between the company and the Brazilian government. During the auction that authorizes exploration, the company offering the highest share of profits to the federal government is granted the right to explore.


This is distinct from the concession model, which applies to the post-salt period. In this system, the risk of investment and exploration lies with the concessionaire, who becomes the owner of all the oil and gas that may be discovered. In return, the company pays royalties and special participation fees, particularly for large production fields, in addition to a signature bonus upon winning the auction.


New frontiers


imag_16 a 20.png (492×395)


With the pre-salt expected to reach its peak in the 2030s, Brazil's oil industry, led by Petrobras, is shifting its focus to new oil frontiers that are believed to hold significant production potential.


One such frontier is the so-called equatorial margin, located off Brazil's northern coast, where exploration is pending a favorable decision from the Brazilian Institute for the Environment and Renewable Natural Resources (Ibama), an agency under the Ministry of the Environment and Climate Change.


Another promising region is the Pelotas Basin, located off Brazil's southern coast. The growing interest in this area is fueled by the discovery of oil wells in Uruguay and off the coasts of Namibia and South Africa. Experts suggest that the geological conditions in these regions are similar, as the continents were once joined tens of millions of years ago.


According to Petrobras, the company plans to invest $79 billion in exploring new oil and gas frontiers by 2029. Of this amount, 40 percent will be allocated to the South and Southeast regions, 38 percent to the equatorial margin, with the remainder directed towards other countries.


From MOURA, Bruno de Freitas. Driven by pre-salt, oil becomes Brazil's top export. Rio de Janeiro, Agência Brasil, Jan 18th,2025. Accessed on February 21st, 2025


Read the statements below:


I.The implemented sharing system consists in the company offering the government the largest percentage of oil has the right to extract.


II.Pre-salt areas are divided between companies, as well as the revenues.


III.The Brazilian government owns those companies.


IV.The risk of investment lies on the company in the concession model.


Select the correct alternative:

Alternativas
Q3841414 Inglês

O texto seguinte servirá de base para responder à questão.


Biden administration, in its last days, proposes new protections for Arctic Alaska land


                                                            


Lakes and connecting streams in the northeastern part of the National Petroleum Reserve in Alaska, June 2014.


Four days before President Joe Biden is set to leave office, his administration recommended that about 3 million more acres in Alaska's western Arctic be protected from development and issued a guideline, effective immediately, requiring additional protections for traditional Native subsistence harvests of fish, caribou and other resources.


The new recommendations and guidance, which apply to the 23-million-acre National Petroleum Reserve in Alaska, run counter to President-elect Donald Trump's expressed plans to expand oil drilling in the Arctic and elsewhere and to overturn Biden administration environmental policies more broadly.


The recommendations for additional land to be protected as part of what are termed "special areas" and the guidance for elevating the importance of subsistence and tribal consultation could be ignored or scrapped by the incoming Trump administration.


The northeastern part of the reserve is the area considered most likely to hold oil and where development has spread in recent years. There is already production in that area, and the most notable production expected in the future is from ConocoPhillips' Willow project. Willow won Biden administration approval in 2023. Production is expected to start by the end of the decade and peak at 180,000 barrels per day; current production from all North Slope fields amounts to less than 470,000 barrels per day.


Like the existing Teshekpuk special area, which holds important habitat for caribou, fish and migratory birds, the village of Nuiqsut is in the general area of the reserve's northeastern corner, where new oil development has occurred. Nuiqsut is so close that oilfield infrastructure can be seen from the village.


                                                           


Pipelines extend across the landscape outside Nuiqsut, Alaska, May 2019.


"But at the same time, I think we and our partners have also made it abundantly clear that we're going to keep fighting, and keep fighting for protections in the Western Arctic," she said.


(From ROSEN, Yereth. Biden administration, in its last days, proposes new protections for Arctic Alaska land, Alaska Beacon, January 17, 2025. In alaskabeacon.com/2025/01/17/biden-administration-in-its-last-days-pro poses-new-protections-for-arctic-alaska-land/, accessed on February 19th, 2025)


Donald Trump's stated plans are to: 
Alternativas
Q3827155 Inglês
A técnica utilizada para leitura rápida e global, a fim de captar o máximo de informações por meio de uma ideia geral, chama-se:
Alternativas
Q3826610 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
The connector “On the contrary” in the third paragraph establishes with the previous paragraph a relation of:
Alternativas
Q3826608 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
What was the main rationale for prioritizing reading skills in regular Brazilian schools during the 1980s and 1990s?
Alternativas
Q3826607 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
According to the text, why did the audiolingual method initially gain prestige in Brazil?
Alternativas
Q3826604 Inglês
“In an unstable context in social and political fields, the Brazilian government published the Base Nacional Comum Curricular (BNCC) in 2018, aiming at giving normative directions to basic education. Addressing English teaching, BNCC contains parts related to critical reflection in its introduction, five organizational axis, specific competences, and particular skills for each year. 

These excerpts produce fertile field to appreciations before the consolidation of a curricular system that respects each schools’ specificities. Therefore, BNCC’s critical component is analyzed aiming to denaturalize supremacy and subalternity discourses (MENEZES DE SOUZA, 2011), from critical literacies theories (MONTE MÓR, 2017; 2018; MENEZES DE SOUZA, GUILHERME, 2019), aiming at interpreting how BNCC’s perceptions are presented in the process of critical awareness (FREIRE, 2001) in English teaching/learning. In this context, this research is qualitative, exploratory, and interpretativist, configuring a reading towards BNCC’s critical reflection in a social engaged perspective, projecting education as an agent to social transformation. It is perceived an advance towards critical notions of the subject and language, though the document still reflects globalization and social interactions perspectives that need reflection to demystify notions historically built by a social minority who still possesses privileges.”


(Adapted from: http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984- 64442023000100233&lng=en&nrm=iso)
The verb “denaturalize” in the text most nearly means:
Alternativas
Respostas
1461: A
1462: C
1463: B
1464: D
1465: B
1466: D
1467: D
1468: B
1469: A
1470: C
1471: B
1472: D
1473: B
1474: A
1475: D
1476: B
1477: D
1478: C
1479: C
1480: B